BSc (Hons) Occupational Therapy - Practice Assessorpracticeassessor.bournemouth.ac.uk/assets/1393339886130... · 2017-06-19 · BSc (Hons) Occupational therapy Programme Lead Dr Clare

School of Health & Social Care

BSc (Hons) Occupational Therapy

PRACTICE ASSESSMENT DOCUMENT

for

Advancing Knowledge and Practice:

Portfolio 2 Unit

Level I

2013 / 2014

Student Name: ……………………………………….. Academic Advisor: ……………………………………

2009 Bournemouth University

Document distribution date October 2013

Circulation: General

Bournemouth University undertakes to encourage the recognition, protection and exploitation

of intellectual property rights generated by participants in this programme, to the benefit, as

appropriate, of students, staff, industrial/other third parties/partners and the University

Level I Practice Assessment Document

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CONTENTS

1. INTRODUCTION ................................................................................................................................................................... 3

1.1 General introduction ................................................................................................................................. 3 1.2 Lines of communication ........................................................................................................................... 4 1.3 Programme structure ............................................................................................................................... 5 1.4 Unit Specification – Portfolio 2 ................................................................................................................. 6

2. ASSESSMENT ...................................................................................................................................................................... 9

2.1 Assessment overview .............................................................................................................................. 9 2.2 Professional issues ................................................................................................................................ 10 2.2.1 Attendance ............................................................................................................................................. 11 2.3 Mandatory training ................................................................................................................................. 12 2.4 Assessment in practice .......................................................................................................................... 13 2.4.1 Competencies ........................................................................................................................................ 14 2.4.2 Expectations of the learning outcomes between levels ......................................................................... 14 2.4.3 Formative and Summative assessment ................................................................................................. 16 2.4.4 Assessment requirements...................................................................................................................... 17 3. Continuing Professional Development (CPD) Assessment ........................................................................... 18

4. PLACEMENTS .................................................................................................................................................................... 19

4.1 Placement information ........................................................................................................................... 19 4.2 Placement descriptors ............................................................................................................................ 20

5. RESPONSIBILITIES ........................................................................................................................................................... 22

5.1 Responsibilities of student ..................................................................................................................... 22 5.2 Responsibilities of practice placement educator .................................................................................... 23 5.3 Responsibilities of the University Tutor .................................................................................................. 24 5.4 Responsibilities of the Practice Education Tutor ................................................................................... 24

6. PRACTICE ASSESSMENT BU2 ........................................................................................................................................ 26

6.1 Competencies ........................................................................................................................................ 26 6.2 Negotiated learning agreement for BU2 ................................................................................................ 28 6.3 Practice Assessment Level I - BU2 ........................................................................................................ 30 6.3.1 Specific 1. Assessment and intervention planning ............................................................................... 30 6.3.2 Specific 2. Interventions and treatment ................................................................................................. 32 6.3.3 Core 1. Communication ........................................................................................................................ 34 6.3.4 Core 2. Personal and people development ........................................................................................... 36 6.3.5 Core 3. Health, safety and security ........................................................................................................ 38 6.3.6 Core 4. Service improvement ............................................................................................................... 40 6.3.7 Core 5. Quality ....................................................................................................................................... 42 6.3.8 Core 6. Equality and diversity ............................................................................................................... 44 6.4 Action plan ............................................................................................................................................. 48 6.5 Disciplinary procedure ............................................................................................................................ 50

7. PRACTICE ASSESSMENT BU3 ........................................................................................................................................ 53

7.1 Competencies ........................................................................................................................................ 54 7.2 Negotiated learning agreement for BU3 ................................................................................................ 56 7.3 Practice Assessment Level I – BU3 ....................................................................................................... 58 7.3.1 Specific 1. Assessment and intervention planning ............................................................................... 58 7.3.2 Specific 2. Interventions and treatment ................................................................................................. 60 7.3.3 Core 1. Communication ........................................................................................................................ 62 7.3.4 Core 2. Personal and people development ........................................................................................... 64 7.3.5 Core 3. Health, safety and security ........................................................................................................ 66 7.3.6 Core 4. Service improvement ............................................................................................................... 68 7.3.7 Core 5. Quality ....................................................................................................................................... 70 7.3.8 Core 6. Equality and diversity ............................................................................................................... 72 7.4 Action plan ............................................................................................................................................. 76 7.5 Disciplinary procedure ............................................................................................................................ 78


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8. ADMINISTRATION BU2 AND BU3 .................................................................................................................................... 81

8.1 Information ............................................................................................................................................. 81 8.2 Final mark sheet: BU2 ............................................................................................................................ 83 8.3 Student placement record sheet BU2 .................................................................................................... 85 8.4 Student evaluation of placement BU2 .................................................................................................... 87 8.5 Final mark sheet: BU3 ............................................................................................................................ 89 8.6 Student placement record sheet BU3 .................................................................................................... 91 8.7 Student evaluation of placement BU3 .................................................................................................... 93 8.8 Year Summary - Level I ....................................................................................................................... 95

9. DOCUMENTATION ............................................................................................................................................................. 97

9.1 Practice Placement Support .................................................................................................................. 97 9.2 Health and safety on work placements .................................................................................................. 99 9.3 Student crisis procedure ...................................................................................................................... 101 9.4 PPE CPD ............................................................................................................................................. 102 9.5 Audit ..................................................................................................................................................... 102 9.6 Placement learning .............................................................................................................................. 103 9.7 Course Structure .................................................................................................................................. 104 9.8 Details of Units in Level I...................................................................................................................... 105 9.8.1 Clinical Reasoning for Therapy Practice .............................................................................................. 105 9.8.2 Evaluating Therapeutic Strategies and Interventions .......................................................................... 109 9.8.3 OT Client Centred Approaches ............................................................................................................ 111 9.8.4 Exploring evidence to guide practice ..................................................................................................... 113


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1. Introduction

1.1 General introduction For practice placement educators and students

This practice assessment document is designed as an assessment for the Advancing Knowledge and Practice: Portfolio 2 unit – see 1.4: for a full description of the unit and assessment. The ‘portfolio’ unit runs over the length of the academic year and students are given their practice assessment document early in the year. This document includes all the components of the unit’s assessment as well as recording practice hours, foundation skills assessment and mandatory training. Portfolio Units (one in each year) are worth 40 credits (one third of the year’s credits) with 80% weighting for assessment in practice and 20% for Continuing Professional Development (CPD) work. 80% assessment: (learning outcomes 1 – 7) will be in practice and marked by a Practice Placement Educator (PPE), also by satisfactory completion of practical skills in the University. Section 6.3, sets out the practice outcomes and the criteria for the grading of assessment. 20% assessment: (learning outcomes 8) assessment will be on the student’s CPD and marked by university staff. Section 3 sets out the process needed to complete the student’s CPD. The CPD should be completed on-line. Please note: This document contains all of the learning outcomes for the practice placements at Level I. Students and PPEs are expected to refer to these learning outcomes prior to and during practice placements. In addition to the learning outcomes specified for the ‘Portfolio 2’ unit, skills will be assessed during the following Occupational therapy specific units. Full details of the skills covered in each unit can be found in Section 9.9.

Clinical reasoning for therapy practice unit. – Autumn term

Evaluating interventions unit. – Autumn term

IPE: exploring evidence to guide practice unit. – Spring term

Client centred practice unit. – Summer term


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1.2 Lines of communication Framework Leader Dr Carol Clark [email protected] Level 9 Lead Therapist (OT / PT) Dr Clare Taylor [email protected] BSc (Hons) Occupational therapy Programme Lead Dr Clare Taylor [email protected] 01202 962136 Practice Education Tutor Sophie Smith [email protected] 01202 961389 Level I Cohort Leaders / Academic Advisors Kirsty Stanley [email protected] 01202 962752

Laura Akers [email protected] 01202 968256 Administration Placement Administration Barbara Grundy [email protected] 01202 967344 Practice Placement Educator Training Sophie Smith

[email protected] 01202 961389 Placement Absence & Sickness Barbara Grundy [email protected] 01202 967344

mailto:[email protected]










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1.3 Programme structure

BSc (Hons) Physiotherapy BSc (Hons) Occupational Therapy

Exit qualification: BSc (Hons) Occupational Therapy

Requires 120 Level H credits, 120 Level I credits and 120 Level C credits

Compulsory Units

Exploring Evidence to Guide Practice (20) *Advancing Knowledge and Practice: Portfolio 2 (40) OT Client Centred Approaches (20) Evaluating Therapeutic Strategies and Interventions (20) Clinical Reasoning for Therapy Practice (20)

Progression Requirements:

120 credits at Level I Exit qualification: Dip HE in Occupational Rehabilitation Studies

Requires 120 Level I credits and 120 Level C credits

Progression Requirements 120 credits at Level C Exit qualification: Cert HE in Occupational Rehabilitation Studies Requires 120 Level C credits

Compulsory Units

*Foundation Knowledge and Practice:

Portfolio 1 (40)

Communication and Working in Groups (20)

Foundations of Therapy (20)

Occupational Therapy Assessment and Planning (20)

Enabling Occupational Therapy Interventions (20)

Level C

L

evel I

Level H

Compulsory Units

*Knowledge and Practice for Professional Registration: Portfolio 3 (40) Teamworking in Projects (20) Emerging & Developing Settings in OT (20) Integrating Knowledge, Research and Practice (40)


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1.4 Unit Specification – Portfolio 2

Advancing Knowledge and Practice: Portfolio 2

Level: I

Credit Value: 40

(ECTS equivalent credit value 20)

PRE-REQUISITES AND CO-REQUISITES None AIMS The aim of this unit is to facilitate development by advancing the knowledge base and the breadth and proficiency, of the student’s professional practice. INTENDED LEARNING OUTCOMES Having completed the unit, the student is expected to:

1. Demonstrate achievement of the required standard of proficiency for specifically identified aspects of practice and within specified areas of practice

2. Manage self and own practice in accordance with the regulatory body and within an ethical and legal framework that ensures the primacy of client/patient interest and well being and respects confidentiality.

3. Plan, analyse and apply the knowledge, values and skills of practice, in practice, to meet client/patient needs.

4. Create and utilise opportunities to promote the health and well being of patients and groups as appropriate

5. Work inter-professionally respecting and utilising the contributions of members of the interprofessional team

6. Effectively communicate with service users, colleagues and any other professional involved in the client/patient’s management, recording information appropriately.

7. Undertake and document a comprehensive, systematic and accurate assessment of the needs of clients/ patients; formulating a plan of care where possible in partnership with significant others and within a framework of informed consent, reflecting on the possible outcomes.

8. Analyse and demonstrate personal experiences from practice through reflection, action and critical awareness.

LEARNING AND TEACHING METHODS In this unit the student will encounter opportunities to learn from a variety of clinical experiences and contexts, where they will be facilitated, supported and assessed by registered practitioners. There will be an opportunity to gain experience in different areas of practice. Learning and teaching methods may include skills workshops, reflective workshops, story sharing, enquiry based learning, lectures, seminars, tutorials use of specific workbooks and online resources. SUMMATIVE ASSESSMENT

1. Outcomes 1 - 7 will be assessed in practice. 80% 2. Outcome 8 will be assessed by practice – based coursework. 20%


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INDICATIVE ASSESSMENT Course work 1 (equivalent to 8,000 words) will be assessed using the Level I practice specific assessment tool. Course work 2 (equivalent to 2,000 words) - Continuing Professional Development (CPD) All coursework will contribute to a personal portfolio INDICATIVE CONTENT Ethics and morality, ethical theories, rules and principles Professional duty of care / Codes of conduct / working of Professional bodies (legislative framework for practice) User / carer perspectives in health Manual handling update Infection control update Safeguarding children Domestic Abuse Occupational therapy Develop skills in written and spoken communication at client/team level, actively contributing to shared team communication. Gather and record relevant information from the service user and others in order to prioritise needs. Develop use of occupational therapy standardised and non-standardised assessment tools relating these to models of practice. Develop a shared client centred approach to treatment planning, assessment and evaluation. Develop the use of clinical reasoning for the selection and application of Occupational Therapy interventions appropriate to the settings; using evidence to underpin practice Relate theory to practice focusing on client centred planning, assessment, intervention and evaluation. Develop professional attitudes reflecting the Occupational Therapy Code of Practice. Develop an understanding of work with vulnerable client groups. Demonstrate an awareness of the placement’s departmental priorities. Develop critical reflection on their abilities and progression during the placement in order to plan their objectives and learning strategies for this and future placements. Identification, assessment and management of risk, health and safety, and consent issues in relation to the placement. INDICATIVE KEY LEARNING RESOURCE Generic Bradley, P. and Burls, A., 2000. Ethics in public and community health. London: Routledge

Brookfield, S. D., 1987. Developing critical thinkers: challenging adults to explore alternative ways of thinking and acting. Buckingham: Open University Press.

Burnard, P. 2002. Learning human skills: an experiential and reflective guide for nurses and health care professionals. 4th ed. Oxford: Butterworth-Heinemann.

Ghaye T., Gillespie.D., Lillyman.S., 2000. Empowerment through reflection: the narratives of health care professionals: Wiltshire. Quay Books.

Ghaye, T., Lillyman, S., 2000. Reflection principles & practice for health professionals. Wiltshire Quay Books

Health Professions Council. 2004. Standards of conduct, performance and ethics. London: HPC.

Spector, R.E., 2008 Cultural diversity in health and illness. 7th ed.

Uffe, J J. and Mooney, G., eds. 1990. Changing values in medical and healthcare decision making. Chichester: Wiley Prentice Hall


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Nursing and Midwifery Council., 2004. Guidelines for records and record keeping. London: NMC

Occupational therapy Glasby J 2003 Hospital Discharge: Integrating Health & Social Care, Radcliffe Medical Press

Fearing, V.G., Clark J., 2000 Individuals in context; a practical guide to client centred practice. Thorofare, Slack

Finlay, L., 1997. Groupwork in occupational therapy. London, Chapman and Hall.

Hagedorn, R., 2000. Tools for practice in occupational therapy. Edinburgh, Churchill Livingstone.

Kemshall, H. Pritchard, J. Eds.2000 Vol. 1 & 2 Good Practice in Risk Assessment and Risk Management. London. JKP

Letts, L., Rigby, P., And Stewart, D., 2003. Using environments to enable occupational performance. Thorofare, Slack.

Pedretti, L.W., 1996. Occupational therapy: practice skills for physical dysfunction. St Louis, Mosby.

Penhale B & Parker., J. 2001. Working with Vulnerable Adults. Abingdon. Routledge.

Sladyk, K, 2002 The Successful Occupational Therapy Student Bethesda MD Slack

Turner, A., 2001. Occupational therapy and physical dysfunction. Principle skills and Practice. Edinburgh, Churchill Livingstone.

Journals

British Journal of Occupational Therapy American Journal of Occupational Therapy

Journal of Occupational Science Australian Journal of Occupational Therapy

Occupational Therapy in Mental Health Canadian Journal of Occupational Therapy

Journal of Psychiatry British Journal of Health Care Management

Journal of Interprofessional Care British Journal of Therapy and Rehabilitation

Journal of Mental Health British Journal of Health Care Management

Occupational Therapy International Journal of Occupational Science.

Health and Social Care in the Community

Web

Health Professions Council, 2004. Standards of Proficiency: Occupational therapy. http://www.hpc-uk.org/publications/standards_of_proficiency_ph.htm CAIPE (Centre for the advancement of Inter-professional Education) www.caipe.org.uk Mental Health in Higher Education: www.mhhe.heacademy.ac.uk/ Department of Health Home Page: http://www.dh.gov.uk/Home/fs/en World Health Organisation: http://www.who.int/en/

http://www.hpc-uk.org/publications/standards_of_proficiency_ph.htm

http://www.caipe.org.uk/

http://www.mhhe.heacademy.ac.uk/

http://www.dh.gov.uk/Home/fs/en

http://www.who.int/en/


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2. Assessment

2.1 Assessment overview Advancing Knowledge and Practice: Portfolio 2 will be assessed in 2 parts.

1. Practice - 80% - (ILO’s 1 – 7)

a. BU2 - Practice Placement Practice placement BU2 will occur in the spring term of the second year. Details can

be found in section 4.2. Practice placement educators will assess and grade practice using the competencies and learning outcomes set out in section 6.

b. BU3 - Practice Placement

Practice placement BU3 will occur at the end of the second year. Details can be found in section 4.2. Practice placement educators will assess and grade practice using the competencies and learning outcomes set out in section 7.

2. Continuing Professional Development – CPD - 20% (ILO 8)

CPD activities will be expected to occur during the whole of the first year and include experiences from the practice placement. Students will need to be proactive in completing their CPD and it is expected that progression will occur throughout the year. An up-to-date CPD portfolio should be developed, demonstrating competency as the student moves through the various stages of learning. It is anticipated that the student’s practice placement educator will work in partnership with the student on their CPD journey during the placement and comments on the student’s development of their portfolio are welcome. The CPD element of Portfolio 2 will be assessed by university lecturers.

BU2, BU3 and CPD must be completed successfully in order to proceed to the next year. Skills and competencies are with reference to:

Health Professions Council (HPC). 2008. Standards for continuing professional development (CPD) Practice and development. Information paper.

Department of Health (DOH). 2004. The Knowledge and Skills Framework and the development review process. Available at: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4090843 (Accessed 27

th February 2009). London.

College of Occupational Therapists (2005) Code of Ethics and Professional Conduct available at http://www.cot.org.uk/Homepage/Policy_and_Practice/Ethics_and_professional_standards/

College of Occupational Therapists (2007) Professional Standards for Occupational Therapy Practice Standard Statements 2007 available at: http://www.cot.org.uk/Homepage/Policy_and_Practice/Ethics_and_professional_standards/

College of Occupational Therapists. 2004. Curriculum Framework for Pre-registration Education. London: College of Occupational Therapists

College of Occupational Therapists. 2008. Pre-Registration Education Standards (3 ed.). London: College of Occupational Therapy.

http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4090843

http://www.cot.org.uk/Homepage/Policy_and_Practice/Ethics_and_professional_standards/

http://www.cot.org.uk/Homepage/Policy_and_Practice/Ethics_and_professional_standards/


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2.2 Professional issues Students are expected to reflect upon the following professional issues and comment on each area. If a problem is identified the student is expected to consider this in relation to their PDP and implement strategies to address the problem.

PROFESSIONAL ISSUES Student Reflection Date

Punctuality

Communication skills

Self-conduct

Appearance in skills sessions


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2.2.1 Attendance Students are expected to attend 100% of timetabled sessions and show appropriate commitment to the occupational therapy programme. Student attendance will be monitored and in exceptional circumstances where the student is unable to attend in person they will be expected to report their absence to the programme administration staff. Attendance is recorded on a traffic light system and should be signed off by the Academic Advisor or unit tutor at the end of each unit.

Green = more than 85% Amber = 61% -85% Red = 60% or less

ATTENDANCE

Date: Delete Where Applicable TUTOR SIGNATURE

Foundations of Therapy

Green / Amber / Red

OT Assessment and Planning

Green / Amber / Red

Enabling Change through OT Interventions Green / Amber / Red

Communication and Group Working (Common unit)

Green / Amber / Red


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2.3 Mandatory Training

Mandatory training MUST be completed before going out on BU2; failure to do so may prevent attendance on the this placement.

On-line training completed evidenced by certificate where applicable.

Practical training TUTOR or PPE SIGNATURE

Cardio-pulmonary resuscitation (CPR)

Date:

Moving and Handling

Date:

Date:

Infection Control

Date:

Date:

Break Away Training Date:

Fire safety (completion of fire procedures for each practice locality)

Date:

Date BU2:

Date BU3:


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2.4 Assessment in practice


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2.4.1 Competencies There are eight competencies of practice that will be assessed. These are in line with the NHS Knowledge and Skills Framework:

Specific skills: 1.Assessment and treatment planning Specific skills: 2 Intervention and treatment Core 1: Communication Core 2: Personal & people development Core 3: Health, safety and security Core 4: Service improvement Core 5: Quality Core 6: Equality and diversity

The competencies remain the same each year to respect differing specialist areas of Occupational Therapy practice where students may find themselves throughout the programme. Competencies are the same for each level (year) on the programme but the level of expectation for achieving the learning outcomes differs from year to year. The expectation for achieving the learning outcomes shows the progression that students will make in their performance between level C (first year) to level I (second year) to level H (third year). Expectations change between the levels (years) in relation to the amount of support provided, the depth of reasoning required and the extent to which students are expected to achieve the intended learning outcomes. It is highlighted that the expectation is ‘By the end of the placement’.

2.4.2 Expectations of the learning outcomes between levels Level C Year 1

By the end of the placement and with support, students are expected to demonstrate basic knowledge and comprehension in order to begin to:

Level I Year 2

By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

Level H Year 3

By the end of the placement and with minimal supervision, students are expected to demonstrate evaluation and clinical reasoning in order to be competent to:


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Definitions of ‘support’

Support

Support is defined as significant assistance with all aspects of performance.

Level C / Year 1

Guidance

Guidance is defined as monitoring the student for areas in which they may need support and offering this as the PPE or student feels necessary.

Level I / Year 2

Minimal supervision

Minimal supervision is defined as ensuring safe practice and expecting students to request guidance or support as appropriate.

Level H / Year 3

Definitions of ‘depth of clinical reasoning’

Definitions of ‘extent’

Knowledge and comprehension

Knowledge is defined as demonstration of factual and conceptual principles that underpin practice.

Comprehension is defined as understanding and interpreting knowledge to develop arguments.

Level C / Year 1

Analysis and application

Analysis is defined as breaking down knowledge in order to consider different approaches to solving problems and identify limits to knowledge.

Application is defined as the ability to use knowledge and theory in new situations to explain practice and make sound judgments.

Level I / Year 2

Evaluation and clinical reasoning

Evaluation is defined as synthesizing information gained from practice, experience, concepts, theories and the research evidence in terms of their value and clinical significance.

Clinical reasoning is defined as integration of findings to justify decision making based on knowledge, comprehension, analysis, application and evaluation of the information.

Level H / Year 3

Beginning to

‘Beginning to’, is defined as basic ability to demonstrate the stated ILOs.

Level C / Year 1

Developing skills to

‘Developing skills to’ is defined as establishing and advancing skills to demonstrate the stated ILOs.

Level I / Year 2

Competent to

‘Competent to’ is defined as demonstrating the ability to practice as a novice professional.

Level H / Year 3


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2.4.3 Formative and Summative Assessment

Formative assessment

The Practice Placement Educator (PPE) should give formative feedback half way through each placement. This feedback should be to help the student progress and should not equate to any mark, classification or banding.

Comments should be written in the relevant competency located in section 6.3 and 7.3. If there are specific issues then PPEs are required to implement the ‘Practice placement support’ located in section 9.1. An ‘Action plan’ located in sections 6.4 for BU2 and 7.4 for BU3 will then be implemented in collaboration with the university tutor.

Summative assessment

On completion of the placement it is requested that PPEs provide summative feedback. This feedback should include written comments, a classification band for each competency and a final grade (%).

Written feedback should give the student information on their performance during the placement and also provide them with constructive action points to take forward to subsequent practice placements. Feedback should be written in the relevant competency section located in sections 6 for BU2 and sections 7 for BU3. If there are specific issues then PPEs are required to implement the ‘Practice placement support’ located in section 9.1. An ‘Action plan’ located in section 6.4 (BU2) and 7.4 (BU3) will then be implemented in collaboration with the university tutor.

The PPE is asked to award a classification band for each competency. This should best reflect the achievement of the student by the end of the placement and only marked on the final mark sheet in section 8.

An overall classification mark is given as a final grade (%) for the placement. This final grade should reflect the classification bands the student has achieved by the end of the placement and only marked on the final mark sheets in section 8. The grading is not calculated as an average percentage from the competencies but should provide an all encompassing reflection of the students’ performance.

The final grade (%) is linked to the following degree classifications.

70 and above: 1st

Excellent

60 - 69%: 2:1 Very good

50 - 59%: 2:2 Good

40 - 49%: 3rd

(PASS) Acceptable

39% and below: Fail Poor


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2.4.4 Assessment Requirements This section outlines the requirements to pass the portfolio unit with respect to the assessment regulations and the procedures taken if a student is falling behind in achieving their intended learning outcomes. Full assessment regulations can be found in the programme handbook.

In order to pass the portfolio unit the student must pass both assessment elements of the unit. This is the 80% practice assessment element and the 20% CPD element

The practice assessment element consists of ‘Practice skills’ and practice placements BU2 and BU3.

Assessment regulation:

Where a unit contains an assessment element defined as practice or simulated practice, a pass will be awarded where the overall unit mark is at least 40% and the mark in each separate element of the unit assessment is not less than 40%.

Where a student achieves a pass for the final mark (40% or above) for both BU2 and BU3 the overall final mark for the practice element will be averaged.

In order to pass a practice placement students must pass all eight competencies of the assessment (two specific and six core). This means achieving a third classification, or above, for each competency on the final mark sheet in section 8.

Competencies are defined as ‘components’ in respect of the programme assessment regulation.

If a student fails a competency this is considered failure of a practice component.

Assessment regulation:

Where a practice element has separate components a fail in any one component will result in a mark of 0% being awarded for that element.

If a student is falling behind in achieving their intended learning outcomes the PPE should contact the students link tutor as soon as possible and the practice placement support will be implemented. This can be found in section 9.1.

In order to achieve a first class mark, the student should be consistently excellent, normally achieving a first class classification in all competencies. To be awarded 80% or above is extremely rare and should only be awarded to a consistently exceptional student.

By the end of the programme all students need to complete a minimum of 1000 practice hours. Hours in practice will be formally recorded on the Student placement record sheet: section 8.3 (BU2) and 8.6 (BU3) and confirmed by the practice placement educator. All documentation in section 8 must be completed for each respective placement and submitted to administration.


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3. Continuing Professional Development (CPD) Assessment CPD is the 20% assessment element of the Advancing Knowledge and Practice: Portfolio 2 unit and will be assessed by the development of the student’s CPD e-Portfolio which should meet the intended outcomes below: Intended learning outcomes

8. Analyse and demonstrate personal experiences from practice through reflection,

action and critical awareness.

This will be achieved by: CPD e-Portfolio – This is to be completed by the student by the end of the year, but should be a continuous process throughout their time at university and whilst on placement. A Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis and Personal/Professional Development Plan (PDP) should be peer assessed prior to BU2 and BU3 during a facilitated session and revised in preparation for these placements We advise the student to access the CPD on-line resources available on myBU and consult COT/CSP documentation to help guide them in this process.

Academic Adviser and review – The CPD e-Portfolio may be shared with the academic adviser during meetings as a prompt for discussion on the student’s progress. Summative Assessment Students will provide access for the Portfolio Leads to core components of their CPD e-Portfolio for summative assessment at the end of the academic year (see the Assessment Brief on MyBU for details). The summative mark and feedback will be completed by the Portfolio Lead using the marking form posted under the assessment tab in the Portfolio 2 unit on myBU. This assessment will take place at the end of BU3. On successful completion of the Advancing Knowledge and Practice: Portfolio 2 unit the student will then develop their third PDP in the summer break in preparation for their next year at Bournemouth University. The third PDP and SWOT analysis will then be peer reviewed in an online workshop at the beginning of BU4.


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4. Placements

4.1 Placement information

Two placements occur during Advancing Knowledge and Practice: Portfolio 2.

BU2 Six week placement which occurs at the end of the 1st term

BU3 Six week placement at the end of the 3rd term

Both placements are graded and must be successfully passed in order to proceed to the third year.

The student will bring the practice assessment document to the placement, having already identified and written their perceived learning needs for the placement to prepare for the learning agreement (section 6.2 for BU2 and 7.2 for BU3). This will include any action points arising from preceding placements. The PPE can contribute if necessary.

The student and PPE will discuss the use of resources available during the placement and appropriate learning outcomes that will encourage the student to apply their theoretical knowledge to practice. These outcomes will be agreed and recorded by the student to form the learning agreement. The student and the PPE will use this agreement to monitor the achievement of the learning outcomes during the practice placement.

At the end of each week, the student will reflect on their progress in relation to their achievements and challenges, making a personal note of actions to be addressed in subsequent weeks. The student will then meet with their PPE, who will provide feedback. Any further action points will be discussed and agreed.

Half way through the placement in the formative sections of the competencies, the PPE will comment on the student’s progress in relation to each competency, identifying any issues to be addressed.

Should the student show unsafe practice or violate the rules of professional conduct, please report this to the student’s academic advisor as detailed at the end of each placement section (6.3.10 and 7.3.10)

Throughout the placement, the student will keep a daily record of hours in sections 7 for BU2 and 9 for BU3. Should the student be struggling with specific issues a copy of the negotiated learning agreement, section 6.2 for BU2 and 7.2 for BU3 should be sent to the academic advisor who will then discuss an action plan with the PPE and student. The student evaluation of placement form, section 8.4 BU2 and 8.7 BU3, gives the student an opportunity to provide feedback on the placement subsequent to their final week assessment.

At the end of the placement the PPE and student must make sure that all relevant pages are signed and dated. The PPE may take a photocopy of the portfolio for CPD purposes but the original must be returned by the student to the university as an official record by the deadline.

Please contact the student’s academic advisor or Practice Placement Link Coordinator (contact numbers at section 1.2) if you wish to discuss the student’s clinical progress. This is essential if you think the student’s practice is of poor standard (struggling to maintain a pass). Alternatively if you feel that a student is not currently achieving the level of proficiency for their year then you must contact the Placement Education Tutor urgently to discuss this. Please do not wait until the student is ending the placement before making contact – it is essential that a plan is put in place early to address any difficulties.


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4.2 Placement descriptors

To complete the placement experience the student’s portfolio of evidence will inform their final personal development plan and will require evidence from this to inform their CPD profiles.

Students will complete a minimum of 35 hours per week, averaged over the course of the placement, to include 3 hours of portfolio development A placement which is failed must be successfully completed to enable the student to progress to the next level.

The occupational therapy student experience consists of six placements over a three year period, which offers a range of placement opportunities and settings. The majority of the placements are in the Dorset and Somerset region. Settings are acute, rehabilitation, social services and in role emerging areas. Most take place within the NHS, social services, community facilities and independent health sectors.

Year 1: Level C: Placement BU0: A one week orientation to clinical practice

Placement BU1: A six week placement Year 2: Level I: Placement BU2: A six week placement

Placement BU3: A six week placement Year 3: Level H: Placement BU4: An eight week elective placement, which the student

chooses themselves. Placement BU5: A six week placement

Placements offer a wide range of experience over the three years to give students insight into a variety of settings and invaluable experience as they are developing and consolidating their skills as therapists. Placements BU1, BU2, BU3, BU4 and BU5 Over the three years, students gain knowledge and experience from the blend of academic work and placements including an elective placement which affords students an opportunity to arrange to work in a setting of their choice. This gives an ideal opportunity for students to discover more about Occupational Therapy in a specialist area and potentially arrange to work with Occupational Therapists overseas. Areas where students can be placed through the University: Mental Health Placements can be offered within a variety of mental health settings; community, inpatient, child and adolescent mental health (CAMS), dementia care and eating disorder clinics are a few examples. Students are able to gain a wealth of knowledge in the different settings whilst being able to put into practice the skills they have learnt whilst in University. Physical Students have a range of physical placements available to them within different hospital environments. This can be within hospitals that are able to provide a wide variety of ward and outpatient experience and also community rehabilitation teams or within smaller community hospitals where students can experience a more localised service. Students can observe and participate within supportive yet challenging environments and develop core skills within physical settings.


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Social Care Placements within Social Care settings enable students to gain insight into community teams working both within adult and children with disabilities services. They are able to gain experience of working with professionals and colleagues not so often accessed through other physical settings, for example; housing and grants officers, social workers from hearing and vision services and local council housing staff to name just a few. Students can also gain experience of working with Occupational Therapists who specialise within housing services. Specialist Areas: Occupational Therapy is known to be a career that can lead to working in many different areas. Some of the more specialist placements that students may be allocated can be; Learning Disabilities, Paediatrics, Hand Therapy, Neurology, Condition Management and Accident and Emergency. Students will complete a minimum of 35 hours per week averaged over the course of the placement, to include 3 hours of CPD portfolio development Note: A placement which is failed must be successfully completed to enable the student to progress to the next level.


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5. Responsibilities

5.1 Responsibilities of student Prior to the placement starting students should:

Read information relating to the upcoming placement on Blackboard (myBU) where available.

Write an appropriate introductory letter or email to the Practice Placement Educator (PPE), (when placement information on Blackboard does not state otherwise).

Contact the PPE about any unresolved questions or issues prior to placement.

Ensure that necessary arrangements have been made with regards to start times, accommodation and travel.

Revise relevant taught information (anatomy etc) and skills in preparation for the placement.

To complete the first section of the negotiated learning agreement (section 6.2 for BU2 and 7.2 for BU3) for the upcoming placement which considers personal learning needs for the stage of training and takes into account previous placement experience.

Prepare to maintain continuing professional development (CPD) while on practice placement.

Prepare a list of items to bring to placement on the first day, and ensure that these are all in order. These may include pens, watch, car insurance and MOT details (if applicable), this practice assessment document, certificate of skill achievements, CPD portfolio etc.

At the start of the placement students should:

Discuss the SWOT analysis completed prior to placement.

Discuss and complete the personal negotiated learning agreement with the PPE. Ensure summary action points from this are added to their PDP and formulated into SMART goals.

Plan a program of experience with the PPE which takes into account placement opportunities and the above.

Inform the PPE and a university tutor in the case of any problems or unforeseen circumstances which may affect the ability to complete the placement within the agreed time.

Find out sickness reporting procedure for the placement.

Identify opportunities for CPD.

Throughout the placement students should:

Behave and dress in a professionally suitable manner at all times – being courteous to all and respecting the clinical judgment behind the feedback and marks given.

Use the opportunity of supervision and assessment in a positive way, and actively contribute to this process.

Use every opportunity while on placement to fulfil personal learning needs and improve clinical skills with a range of clients, working at a level appropriate to the stage of training reached.

Experience discussion and negotiation between members of the multidisciplinary team and make contributions where appropriate.

Observe the COT Code of Ethics and Professional Conduct at all times.

Reflect on the placement experience enabling personal and professional development. Complete selected items of evidence to add to CPD portfolio and review these with the PPE where relevant.

Follow the procedure of the placement setting and that of Bournemouth University School of Health and Social Care regarding absence and sickness.

Maintain a reflective report and contribute to the various elements of continuing professional development portfolio.


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At the end of the placement students should:

Complete the relevant paperwork by the required date.

Ensure that the CPD portfolio is updated, and identify further needs in CPD.

Under no circumstances should the student challenge the PPE’s judgement and grades awarded.

5.2 Responsibilities of practice placement educator Prior to the Placement starting:

Undertake appropriate Practice Placement Educator training.

Provide placement information for students in advance of the placement.

Be aware of equal opportunities and anti-discriminatory policies and their monitoring and implementation in relation to students.

Prepare an induction for the student’s first day.

Formulate an appropriate student diary - students should be encouraged to spend as much time in contact with service users as possible; however, study time may be necessary with respect to PPE workload. This should be no more than half a day a week. All hours including study time will count towards the student’s total hours.

Plan a programme of experience which takes into account placement opportunities and the above.

Plan regular supervision (minimum of 1 hour per week) to develop the student’s learning informed by the placement learning outcomes and the students learning agreement.

Ensure PPE has made contact with the students’ Academic Advisor.

Plan a date and time for the midway and end of placement assessment.

At the start of the placement:

The lead PPE should meet and carry out an induction with the student, which should include:

Location of appropriate literature such as policies, books etc Tour of practice facilities and location of lockers, library etc Emergency procedures and policies in the event of fire, cardiac arrest etc. Necessary contact details in the event of an emergency and reporting

sickness/absence.

Ensure student has PPE’s contact - bleep/extension number etc.

Ensure that the student always has a named member of the MDT to refer to.

Develop a programme with the student which reflects their learning needs and the opportunities of the clinical placement area

Discuss the student’s SWOT analysis (completed prior to placement) and complete the ‘negotiated learning agreement’ with the student.

Plan a programme of experience which takes into account placement opportunities and the above.

Plan regular supervision (minimum of 1 hour per week) to develop the student’s learning informed by the placement learning outcomes and the negotiated learning agreement.

Plan a date and time for the midway assessment. Throughout the placement:

Provide learning, support, teaching and supervision, which encourage safe and effective practice; independent learning and professional conduct.

Inform the BU university tutor/placement administrator as soon as possible if any concerns arise regarding the student’s performance.

Inform the BU university tutor/placement administrator as soon as possible if a situation arises which may affect the student’s ability to complete the placement within the agreed time.


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Use the relevant paperwork to document issues which are causing concern on a weekly basis.

Liaise with a university tutor half way through the placement if necessary.

Review relevant reflections and items from the student’s CPD portfolio with them during supervision. Encourage them to amend and add to their PDP and to reflect on events that may be useful to aid their learning.

At the end of the placement:

Complete the student assessment, attendance – section 8.3 and the final mark sheet – sections 8.2 for BU2 and 8.5 for BU3 of this practice assessment document.

5.3 Responsibilities of the University Tutor

This member of BU academic staff will contact the PPE in the early stages of the placement to open lines of contact and arrange a halfway phone call.

A week four consultation will be undertaken between the named member of academic staff, the student and the PPE separately and/or together, which will include personal and academic issues such as:

Review of student progress on placement, Assessment criteria, Pastoral issues which may have a bearing on the success of the placement

(accommodation, travel etc).

A university tutor may arrange additional face to face visits with the student and PPE during the course of the placement, should additional support be required.

A record of the visit or discussion will be recorded by the tutor for the student’s file. A copy of this must be signed as an accurate record by student, PPE and tutor.

Support phone calls will make use of the summative and formative assessment areas of the competencies discussed between student, PPE and tutor to record agreed observations. The Practice Assessment Document’s Action Plan can be used to monitor implications for the students if it is decided that a structured approach is necessary.

5.4 Responsibilities of the Practice Education Tutor

Organisation of placement allocation.

Provide briefing prior to each placement.

Provide de-briefing following each placement.


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6. Practice Assessment BU2


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6. Practice Assessment BU2 6.1 Competencies


Competency

Learning Outcomes

Specific skills

1 Assessment and

treatment planning

1. Plan an assessment strategy.

a. Sources of information. b. Techniques selected for assessment c. Gathering of relevant information.

2. Interpret assessment information.

a. Summarises assessment findings b. Demonstrates logical thinking. c. Produces a problem list from assessment findings.

3. Plan intervention or treatment based on assessment findings.

a. Goal setting with service user. b. Selects appropriate intervention c. Rationale for selection of intervention.

2 Interventions

and treatments

1. Conduct appropriate interventions or treatments.

a. Delivery of case management including discharge planning. b. Health promotion and well-being. c. Evidence to influence intervention.

2. Review interventions.

a. Strengths and weaknesses of an intervention. b. Outcome measures. c. Reflects on the outcome.

3. Safe and effective performance of interventions or treatments.

a. Skill b. Grades or adapts c. Range of skills.

Core

1 Communication.

1. Demonstrate effective two-way verbal and non-verbal communication.

a. Listening skills. b. Body language. c. Language.

2. Clearly and accurately documents information.

a. Recorded information is clear and accurate. b. Storage c. Separate issues, fact and opinion statements.

3. Adapt communication to a range of people, matters and settings.

a. Communication tools. b. Rapport. c. Communication in groups and teams.

2 Personal and

people development.

1. Demonstrate development of personal skills and knowledge.

a. Identifies areas for improvement b. Sets own goals c. Engages with resources, (e.g. library and training).

2. Demonstrate self development using reflective practice.

a. Reflects on practice and own development b. Makes use of feedback and supervision. c. Implements changes in response to reflection.

3. Demonstrate development of others.

a. Supports others b. Facilitates skills and knowledge of others c. Understands others learning needs and preferences


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3 Health, safety

and security.

1. Recognise the need for a healthy, safe and secure working environment.

a. Risk. b. Accountability. c. Policy and legislation.

2. Apply healthy, safe and secure working practices

a. Moving and handling. b. Infection control. c. Secure working practice.

3. Monitor and maintain health, safety and security of self.

a. Competency. b. HPC codes of conduct. c. Fitness to practice.

4 Service

Improvement

1. Incorporate research and evidence to improve practice.

a. How evidence can improve practice b. Relates evidence to practice area. c. Use of evidence to inform decision making.

2. Be aware of administration for the practice area.

a. Participates in audit and quality control. b. Report appropriately complaints and feedback. c. Clinical governance.

5 Quality

1. Demonstrates professional practice behaviour.

a. Respects confidentiality. b. Trustworthiness and reliability. c. Conduct, appearance and manner.

2. Demonstrate inter-professional and team-working skills.

a. Respects roles of members of the MDT. b. Assists and supports team. c. Collaborates with MDT for coordinated care.

3. Demonstrate management skills.

a. Manages time. b. Demonstrates organisational skill. c. Delegation. d.

6 Equality and

diversity

1. Demonstrates sensitivity to equality and diversity.

a. Equality. b. Diversity. c. Policies and procedures.

2. Demonstrate awareness of consent and ethical behaviour issues.

a. Consent b. Ethical behaviour. c. Vulnerable client group.

3. Demonstrate service-user centred practice.

a. Service-user – therapist relationship. b. Services –users views and preferences c. Collaborative decision making.


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6.2 Negotiated learning agreement for BU2 Summary of student learning needs (completed by student prior to placement in conjunction with students PDP)

Specific action points for this placement (agreed in discussion with practice placement educator)

Practice placement educator: …….……………………………… Date: ………………… Student: ………………………………………………… Date: ………………


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Planned use of resources and strategies (agreed by discussion with PPE)



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6.3 Practice Assessment Level I - BU2

6.3.1 Specific 1. Assessment and intervention planning

Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Plan an assessment strategy. 2. Interpret assessment information. 3. Plan intervention or treatment based on assessment findings.

FORMATIVE / HALFWAY FEEDBACK

Practice Placement Educator formative feedback (please do not provide any grade, classification or percentage at this stage )

SUMMATIVE / FINAL FEEDBACK

Classification - please circle on final mark sheet (section 8.2 )

Recommendations for future placements

Practice Placement Educator Please circle or tick sections 1, 2 & 3 of the boxes opposite


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1st

70 and above

1. Excellent planning of an assessment strategy. a. Consistently and effectively identifies a wide range of valuable sources of information. b. Consistently and effectively identifies valuable assessment techniques. c. Consistently, effectively and accurately gather valuable and relevant background

information. 2. Excellent interpretation of assessment information.

a. Consistently provides succinct and accurate summary of assessment information. b. Consistently shows comprehensive clinical reasoning. c. Consistently prioritises a needs or problem list from assessment findings with clear

rationale. 3. Excellent planning of intervention or treatment based on assessment findings.

a. Consistently sets collaborative goals with service user. b. Consistently identifies the most effective and efficient intervention or treatment. c. Consistently provides comprehensive rationale for selection of intervention options.

2:1

60 - 69%

1. Very good planning of an assessment strategy. a. Effectively identifies a wide range of valuable sources of information. b. Effectively identifies valuable assessment techniques. c. Effectively and accurately gathers valuable and relevant background information.

2. Very good interpretation of assessment information. a. Succinctly and accurately summarises assessment information. b. Shows comprehensive clinical reasoning. c. Prioritises a needs or problem list from assessment findings with clear rationale.

3. Very good planning of intervention or treatment based on assessment findings. a. Sets collaborative goals with service user. a. Selects the most effective and efficient intervention or treatment. b. Provides comprehensive rationale for selection of intervention options.

2:2

50 - 59% 1. Good planning of an assessment strategy.

a. Determines the relevance of appropriate sources of information. b. Determines the relevance of techniques for assessment. c. Accurately gathers both formal and informal relevant background information.

2. Good interpretation of assessment information. a. Identifies and summarises important assessment findings b. Demonstrates clear logical thinking process. c. Prioritises a needs or problem list from assessment findings.

3. Good planning of intervention or treatment based on assessment findings. a. Sets goals with service user involvement. b. Considers effectiveness and appropriateness of interventions or treatments. c. Provides appropriate rationale for selection of intervention options.

3rd

40 – 49% 1. Acceptable planning of an assessment strategy.

a. Identifies appropriate sources of information. b. Selects appropriate techniques for assessment c. Gathers sufficient relevant background information.

2. Acceptable interpretation of assessment information. a. Summarises assessment findings b. Demonstrates logical thinking process. c. Produces a needs or problem list from assessment findings.

3. Acceptable planning of intervention or treatment based on assessment findings. a. Sets goals with awareness of the service user. b. Selects appropriate intervention or treatment. c. Provides basic rationale for selection of intervention or treatment.

Fail 39% and below

1. Poor planning of an assessment strategy. a. Consistently misses key sources of information. b. Unable to select appropriate techniques or inappropriate techniques chosen. c. Unable to identify relevant background information.

2. Poor interpretation of assessment information. a. Unable to summarise assessment findings b. Reasoning process lacks logic. c. Unable to produce a needs or problem list of priorities.

3. Poor planning of intervention or treatment based on assessment findings. a. Fails to set goals. b. Does not select appropriate intervention or selects inappropriately. c. Inadequate rationale for selection of interventions.


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6.3.2 Specific 2. Interventions and treatment Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Conduct appropriate interventions or treatments. 2. Review interventions 3. Safe and effective performance of interventions or treatments. FORMATIVE / HALFWAY FEEDBACK







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1st

70 and above

1. Excellent when conducting an interventions or treatments. a. Consistently delivers comprehensive case management, including thorough discharge planning. b. Consistently intervenes in a way that comprehensively promotes health and well-being of the

service user. c. Comprehensively incorporates evidence to influence intervention/treatment.

2. Excellent review of the intervention. a. Consistently and comprehensively evaluates interventions/treatments. b. Consistently selects and evaluates appropriate outcome measures considering the service user. c. Consistently reflects on the outcome of interventions efficiently and appropriately and makes

necessary modifications. 3. Excellent safety and effectiveness in performance of interventions or treatments.

a. Consistently safe and highly skilful application of interventions/treatments showing specificity and sensitivity.

b. Demonstrates a comprehensive range of varied and valuable skills. c. Integrates specific and sensitive grading or adaptation throughout intervention with clear

rationale.

2:1

60 – 69%

1. Very good when conducting an interventions or treatments. a. Delivers comprehensive case management, including thorough discharge planning. b. Intervenes in a way that promotes health and well-being of the service user. c. Actively incorporates evidence to influence intervention/treatment.

2. Very good review of the intervention. a. Accurately evaluates interventions/treatments. b. Selects and evaluates appropriate outcome measure considering the service user. c. Reflects on the outcome of interventions efficiently and appropriately and makes necessary

modifications. 3. Very good safety and effectiveness in performance of interventions or treatments.

a. Safe, skilful application of interventions/treatment showing specificity and sensitivity. b. Demonstrates a comprehensive range of skills. c. Grades or adapts interventions showing specificity and sensitivity.

2:2

50 – 59% 1. Good when conducting an interventions or treatments.

a. Delivers overall case management, including discharge planning. b. Promotes health and well-being. c. Applies evidence to influence interventions.

2. Good review of the intervention. a. Evaluates an interventions or treatments. b. Considers service users when selecting outcome measures. c. Reflects on the outcome of interventions and considers modification.

3. Good safety and effectiveness in performance of interventions or treatments. a. Safe and skilful application of interventions/treatments. b. Demonstrates a wide range of skills. c. Grading or adaption of interventions made with careful consideration.

3rd

40- 49%

1. Acceptable when conducting an interventions or treatments. a. Delivers case management, including discharge planning. b. Considers issues of health promotion and well-being. c. Aware of how intervention can be influenced by evidence.

2. Acceptable review of the intervention. a. Identifies strengths and weaknesses of an intervention. b. Selects appropriate outcome measures for the intervention c. Reflects on the outcome of interventions.

3. Acceptable safety and effectiveness in performance of interventions or treatments. a. Safe application of interventions/treatments. b. Demonstrates a range of skills. c. Grades or adapts intervention as required.

Fail

39% and below

1. Poor when conducting an interventions or treatments. a. Does not consider overall case management. b. Inadequately considers issues of health promotion and well-being. c. Lacks awareness of how intervention can be based on evidence.

2. Poor review of the intervention. a. Inadequate or inaccurate identification of strengths and weaknesses of an

intervention/treatment. b. Does not select appropriate or selects inappropriate outcome measures c. Inadequately to the outcome of interventions.

3. Poor safety and effectiveness in performance of interventions or treatments. a. Unsafe application of interventions/treatment. b. Demonstrates only a limited range of skills or lacks key skills. c. Lacks ability to grades or adapts intervention appropriately.


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6.3.3 Core 1. Communication Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Demonstrate effective two-way verbal and non-verbal communication 2. Clearly and accurately document information. 3. Adapt method of communication to a range of people, matters and settings. FORMATIVE / HALFWAY FEEDBACK







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1st

70 and above

1. Excellent two-way verbal and non-verbal communication. a. Consistently demonstrates highly effective and active listening skills. b. Always acutely aware of own body language and is very responsive to that of others. c. Consistently speaks very clearly and concisely, always using appropriate and relevant language.

2. Excellent documentation of information. a. Consistently structures and records information clearly, concisely and accurately. b. Consistently stores information very diligently demonstrating clear awareness of ethical issues. c. Consistently clearly separates issues, fact and opinion statements and provides sound justification

for opinion statements. 3. Excellent adaption of communication to a range of people, matters and settings.

a. Uses a wide variety and innovative range of communication methods and changes between methods with ease.

b. Consistently establishes and maintains rapport with ease and confidence with a wide range of people.

c. Consistently communicates effectively in range of groups and teams, responding to group dynamics.

2:1

60 - 69%

1. Very good two-way verbal and non-verbal communication. a. Demonstrates highly effective and active listening skills. b. Shows acute awareness of own body language and is very responsive to that of others. c. Speaks clearly and concisely, always using appropriate and relevant language.

2. Very good documentation of information. a. Records and structures information clearly, concisely and accurately. b. Stores information very diligently, demonstrating clear awareness of ethical issues. c. Clearly separates issues, fact and opinion statements and provides justification for opinion

statements. 3. Very good adaption of communication to a range of people, matters and settings.

a. Uses a wide variety of communication methods and changes between methods with ease. b. Establishes and maintains rapport with ease and confidence with a range of people. c. Communicates effectively in range of groups and teams, responding to group dynamics.

2:2

50 - 59% 1. Good two-way verbal and non-verbal communication.

a. Demonstrates effective and responsive listening skills. b. Aware of own body language and responds to that of others. c. Speaks clearly and concisely, using appropriate language.

2. Good documentation of information. a. Records information clearly, concisely and accurately. b. Stores information diligently. c. Clearly separates issues, fact and opinion statements.

3. Good adaption of communication to a range of people, matters and settings. a. Uses a wide variety of communication methods appropriately. b. Builds and maintains rapport. c. Communicates effectively in groups and teams, showing appreciation of group dynamics.

3rd

40 - 49% 1. Acceptable two-way verbal and non-verbal communication.

a. Demonstrates effective listening skills. b. Aware of body language of self and others. c. Speaks clearly and uses language appropriately.

2. Acceptable documentation of information. a. Records information clearly and accurately. b. Stores information appropriately. c. Shows ability to separate issues, fact and opinion statements.

3. Acceptable adaption of communication to a range of people, matters and settings. a. Use an appropriate variety of communication methods. b. Alters communication to establish and maintain rapport. c. Communicates in groups and teams.

Fail

39% and below

1. Poor two-way verbal and non-verbal communication. a. Does not demonstrate effective listening skills, may talk over others or interrupt. b. Demonstrates poor body language does not interpret others' cues or does not maintain eye contact. c. Lacks clarity when speaking, may be vague and repetitive or uses inappropriate language.

2. Poor documentation of information. a. Records information inaccurately or unclearly, or does not sign and date. b. Careless storage of records. c. Does not show ability to separate issues, fact and opinion statements.

3. Poor adaption of communication to a range of people, matters and settings. a. Lacks ability to use a variety of communication methods. b. Difficulty establishing and maintaining rapport. c. Ineffective communication in groups and teams.


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6.3.4 Core 2. Personal and people development Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Demonstrate development of personal skills and knowledge. 2. Demonstrate self development using reflective practice. 3. Demonstrate development of others. FORMATIVE / HALFWAY FEEDBACK







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1st

70 and above

1. Excellent development of personal skills and knowledge. a. Always, readily and accurately identifies specific areas for improvement. b. Consistently sets meaningful, challenging and SMART goals to improve self. c. Shows resourcefulness in engages with a wide variety of resources, (e.g. library and training).

2. Excellent self development using reflective practice. a. Consistently reflects on practice and own development explicitly demonstrating clarity and ease. b. Consistently proactively seeks and engages with feedback and supervision. c. Consistently and readily integrates reflections and feedback, demonstrating improvements in practice.

3. Excellent development of others. a. Proactively supports and facilitates others with sensitivity. b. Consistently and effectively facilitates skills and knowledge to others in a manner perceptive of others

needs. c. Proactively and effectively facilitates others learning needs and preferences.

2:1

60 - 69%

1. Very good development of personal skills and knowledge. a. Readily and accurately identifies specific areas for improvement. b. Sets meaningful and SMART own goals to improve self. c. Engages with a wide variety of resources, (e.g. library and training).

2. Very good self development using reflective practice. a. Explicitly and readily reflects on practice and own development. b. Proactively seeks feedback and supervision. c. Readily integrates reflections and feedback, demonstrating improvements in practice.

3. Very good development of others. a. Sensitively supports and facilitates others. b. Effectively facilitates skills and knowledge to others in a manner perceptive of others needs. c. Effectively facilitates others learning needs and preferences.

2:2

50 - 59% 1. Good development of personal skills and knowledge.

a. Readily Identifies key areas for improvement. b. Sets SMART goals to improve self. c. Engages with resources, (e.g. library and training).

2. Good self development using reflective practice. a. Explicitly reflects on practice and own development. b. Makes effective use of feedback and supervision. c. Implements effective changes in response to reflection.

3. Good development of others. a. Supports and facilitates others. b. Effectively facilitates skills and knowledge to others. c. Understands and facilitates others learning needs and preferences.

3rd

40 - 49% 1. Acceptable development of personal skills and knowledge.

a. Identifies key areas for improvement. b. Sets own goals. c. Makes use of resources, (e.g. library and training).

2. Acceptable self development using reflective practice. a. Reflects adequately on practice and own development. b. Makes use of feedback and supervision. c. Implements changes in response to reflection.

3. Acceptable development of others. a. Supports others. b. Facilitates skills and knowledge to others. c. Understands others learning needs and preferences.

Fail

39% and below

1. Poor development of personal skills and knowledge. a. Does not recognise key areas for improvement or selects inappropriate areas for improvement. b. Does not set appropriate goals for self. c. Does not engage with resources, (e.g. library and training).

2. Poor self development using reflective practice. a. Inadequately reflects on practice and own development. b. Does not use feedback and supervision adequately. c. Does not apply learning from reflection.

3. Poor development of others. a. Does not support others, or acts in an unsupportive manner. b. Is unable to facilitate skills and knowledge to others. c. Does not understand or does not facilitate others learning needs and preferences.


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6.3.5 Core 3. Health, safety and security Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Recognise the need to establish and maintain a safe and secure working environment. 2. Apply healthy, safe and secure working practices. 3. Monitor and maintain health, safety and security of self.








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1

st

70 and above

1. Excellent recognition of need for healthy, safe and secure working environments. a. Consistently, quickly and accurately interprets risk and acts to mitigate in a variety of situations. b. Consistently demonstrates accountability for actions and readily assumes responsibility. c. Comprehensively understands health, safety and security policies and legislation which are

consistently integrated to practice. 2. Excellent application of healthy, safe and secure working practices

a. Consistently accountable for safe moving and handling practices and incorporates into practice. b. Consistently accountable for safe infection control practices and incorporates into practice. c. Consistently accountable for safe and secure working practices and incorporates into practice.

3. Excellent monitoring and maintenance of health, safety and security of self. a. Consistently reflects on limits of competence and seeks appropriate advice when necessary. b. Integrates HPC codes of conduct and other professional standards and applies with specificity to area

of practice. c. Proactively assumes accountability for maintaining fitness to practice and fully appreciates the

implication of own fitness on service users.

2:1 60 - 69%

1. Very good recognition of need for healthy, safe and secure working environments. a. Quickly and accurately interprets risk and acts to mitigate in a variety of situations. b. Demonstrates accountability for actions and readily assumes responsibility. c. Understands health, safety and security policies and legislation and integrates to practice.

2. Very good application of healthy, safe and secure working practices a. Accountable for safe moving and handling practices and incorporates into practice. b. Accountable for safe infection control practices and incorporates into practice. c. Accountable for safe and secure working practices and incorporates into practice.

3. Very good monitoring and maintenance of health, safety and security of self. a. Reflects on limits of competence and seeks appropriate and advice when necessary. b. Understands the HPC codes of conduct and other professional standards and is aware of specific

applications to area of practice. c. Accountable for maintaining fitness to practice.

2:2 50 - 59%

1. Good recognition of need for healthy, safe and secure working environments. a. Accurately interprets risk and acts to minimise these. b. Assumes personal responsibility for actions. c. Aware of relevant health, safety and security policies and legislation and applies to practice.

2. Good application healthy, safe and secure working practices a. Demonstrates responsibility in safe moving and handling practices. b. Demonstrates responsibility in safe Infection control practices. c. Demonstrates responsibility in safe and secure working practices.

3. Good monitoring and maintenance of health, safety and security of self. a. Aware of limits of competence and seeks advice from others. b. Aware of the HPC codes of conduct and other professional standards and understands the

importance of application to practice. c. Demonstrates responsibility for maintaining fitness to practice.

3rd

40 - 49% 1. Acceptable recognition of need for healthy, safe and secure working environments.

a. Identifies key risks and acts to minimise these. b. Accepts personal responsibility for actions. c. Aware of relevant health, safety and security policies and legislation.

2. Acceptable application healthy, safe and secure working practices a. Applies safe moving and handling practices. b. Applies safe Infection control practices. c. Applies safe and secure working practices.

3. Acceptable monitoring and maintenance of health, safety and security of self. a. Know the limits of own practice and when to seek advice or refer to another professional. b. Aware of the HPC codes of conduct and other professional standards.

c. Understands the obligation to maintain fitness to practice. Fail 39% and below

1. Poor recognition of need for healthy, safe and secure working environments. a. Inadequately identifies key risks or fails to mitigate these. b. Does not take responsibility for actions. c. Inadequately aware of relevant health, safety and security policies and legislation.

2. Poor application healthy, safe and secure working practices a. Consistently does not apply safe moving and handling practices. b. Consistently does not apply safe Infection control practices. c. Consistently does not apply safe and secure working practices.

3. Poor monitoring and maintenance of health, safety and security of self. a. Does not recognise the limits of own practice or neglects to seek advice or refer to another

professional when needed. b. Insufficiently aware of HPC codes of conduct and other professional standards. c. Unaware of fitness to practice principles.


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6.3.6 Core 4. Service improvement


1. Incorporate research and evidence to improve practice. 2. Be aware of administration for the practice area.








41

1

st

70 and above

1. Excellent use of research and evidence to improve practice. a. Consistently and proactively seeks research evidence to inform practice. b. Critically appraises research evidence and understands the complexity of its

application to practice. c. Consistently and readily integrates research evidence to inform decision making.

2. Excellent awareness of administration for the practice area. a. Consistently and actively participates in audit and quality control, demonstrating an

understanding of the practicalities and application in practice. b. Consistently and appropriately reports and acts on complaints and feedback, and

differentiates the quality of the information. c. Consistently integrates issues of clinical governance to own practice.

2:1

60 - 69%

1. Very good use of research and evidence to improve practice. a. Proactively seeks research evidence to inform practice. b. Critically appraises research evidence and understands its application to practice. c. Readily integrates research evidence to inform decision making.

2. Very good awareness of administration for the practice area. a. Actively engages in audit and quality control, suggesting appropriate strategies. b. Appropriately reports and acts on complaints and feedback, and differentiates the

quality of the information. c. Integrates issues of clinical governance to own practice.

2:2

50 - 59% 1. Good use of research and evidence to improve practice.

a. Understands the importance of research evidence to practice improvement. b. Appraises research evidence and applies to practice. c. Incorporates research evidence to inform decision making.

2. Good awareness of administration for the practice area. a. Engages in audit and quality control. b. Appropriately reports complaints and feedback, and differentiates the quality of this

information. c. Understands clinical governance issues.

3rd

40 - 49% 1. Acceptable use of research and evidence to improve practice.

a. Considers research evidence to guide practice. b. Appraises research evidence in relation to practice. c. Uses evidence to inform decision making.

2. Acceptable awareness of administration for the practice area. a. Participates in audit and quality control. b. Appropriately reports complaints and feedback. c. Aware of clinical governance issues.

Fail

39% and below

1. Poor use of research and evidence to improve practice. a. Does not consider appropriate evidence to guide practice or does not connect

research evidence to practice. b. Difficulty appraising research evidence in relation to practice. c. Research evidence is not used to support decision making.

2. Poor awareness of administration for the practice area. a. Does not participate in audit and quality control, or participates incompetently. b. Does not appropriately report complaints and feedback. c. Lacks awareness of clinical governance issues.


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6.3.7 Core 5. Quality Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Demonstrates professional practice behaviour. 2. Demonstrate inter-professional and team-working skills. 3. Demonstrate management skills.








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1st

70 and above

1. Excellent professional practice behaviour. a. Consistently and proactively ensures confidentiality and demonstrates respect in their behavior. b. Consistently reliable and trustworthy, promoting the profession through the integrity of their behavior. c. Consistently, presents and conducts oneself in a highly professional manner, adapting in a wide variety of

circumstances. 2. Excellent inter-professional and team-working skills

a. Consistently appreciates, respects and promotes the different roles of members of the MDT and appreciates own profession in relation to these.

b. Consistently and willingly offers assistance and support to team members, showing a shared approach to teamworking.

c. Consistently collaborates and negotiates with MDT and service-users promoting coordinated approach. 3. Excellent management skills.

a. Consistently shows good forward planning to manage time and prioritise demands taking a flexible and pragmatic approach.

b. Consistently demonstrates organisational skill, is well prepared and shows flexibility to changing circumstances.

c. Consistently delegates effectively, through negotiation with others, taking full responsibility for delegated tasks.

2:1

60 - 69%

1. Very good professional practice behaviour. a. Proactively ensures confidentiality and demonstrates respect in their behavior. b. Is reliable and trustworthy, promoting the profession through the integrity of their behavior. c. Presents and conducts oneself in a highly professional manner adapting in a variety of circumstances.

2. Very good inter-professional and team-working skills a. Appreciates, respects and promotes the different roles of members of the MDT and appreciates own

profession in relation to these. b. Willingly offers assistance and support to team members, showing a shared approach to teamwork. c. Collaborates and negotiates with MDT and service-users for coordinated approach.

3. Very good management skills. a. Shows forward planning to manage time or prioritise demands and shows flexibility to changing

circumstances. b. Demonstrates organisational skill, appears prepared and shows flexibility to changing circumstances. c. Delegates effectively, in collaboration with others, taking responsibility for delegated tasks.

2:2

50 - 59% 1. Good professional practice behaviour.

a. Respects and safeguards confidentiality. b. Is reliable, trustworthy and demonstrates professional attitude. c. Presents and conducts oneself in a very professional manner in a range of circumstances.

2. Good inter-professional and team-working skills a. Respects roles within the MDT and appreciates own profession in relation to these. b. Offers assistance and support to team members, encouraging a shared approach to teamwork, c. Collaborates with MDT and service-user for coordinated approach.

3. Good management skills. a. Shows forward planning to manage time and prioritise demands. b. Demonstrates organisational skill, showing planning and response to changes. c. Delegates appropriately, in collaboration with others, supervising delegated tasks.

3rd

40 - 49% 1. Acceptable professional practice behaviour.

a. Respects confidentiality. b. Is reliable and trustworthy. c. Presents and conducts oneself in a professional manner.

2. Acceptable inter-professional and team-working skills a. Respects roles of members of the MDT. b. Offers assistance and supports to other team members. c. Collaborates with MDT for coordinated approach.

3. Acceptable management skills. a. Manages time and prioritises demands. b. Demonstrates organisational skill. c. Delegates appropriately, remaining accountable for delegated tasks.

Fail

39% and below

1. Poor professional practice behaviour. a. Is careless with confidential issues or has breached confidentiality. b. Is unreliable, demonstrated untrustworthy behavior, or has not earned trust of other team members. c. Does not present with professional conduct, appearance or manner.

2. Poor inter-professional and team-working skills a. Does not understand roles of members of the MDT. b. Does not offer assistance or support to other team members. c. Makes minimal effort to collaborate with other team members.

3. Poor management skills. a. Manages time poorly or inappropriately prioritises demands. b. Disorganisation affects quality of work. c. Does not delegate appropriate tasks, or does not follow-up on delegated tasks.


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6.3.8 Core 6. Equality and diversity Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Demonstrate sensitivity to equality and diversity. 2. Demonstrate awareness of consent and ethical behaviour issues. 3. Demonstrate service-user centred practice.






Practice Placement Educator Please circle or tick sections 1, 2 & 3 of the boxes below


45

1st

70 and above

1. Excellent sensitivity to equality and diversity. a. Practices in a non-discriminatory manner, appreciating the nature and complexity of non-discrimination and equality,

enabling equal participation for all. b. Appreciates the nature and complexity of non-discrimination and diversity, valuing the richness that diversity brings

to practice. c. Comprehensively understands equality and diversity policies and procedures and consistently integrates these to

practice. 2. Excellent awareness of consent and ethical behaviour issues.

a. Comprehensively understand the complexities of obtaining informed consent, and demonstrates sensitivity and respect when obtaining consent, taking account of an individual's situation.

b. Consistently is self-aware and insightful and practices in a clearly non-judgmental manner. c. Consistently promotes the rights, autonomy and dignity of all service users, with specific appreciation for and

attention to those who are vulnerable. 3. Excellent demonstration of service-user centred practice.

a. Quickly and easily develops mutually respectful working relationships with a range of service users, which promotes confidence and engagement in intervention.

b. Consistently plans interventions incorporating service-users views on their situation and enabling participation. c. Enables discussion of differing opinions during difficult decision-making whilst empowering service users to have

autonomy and centrality in decisions for intervention.

2:1

60 - 69%

1. Very good sensitivity to equality and diversity. a. Practices in a non-discriminatory manner, promoting equality issues. b. Practices in a non-discriminatory manner, promoting diversity issues. c. Understands equality and diversity policies and procedures integrating them into practice.

2. Very good awareness of consent and ethical behaviour issues. a. Understand the complexities of obtaining informed consent, and demonstrate respect when obtaining consent,

taking account of an individual's situation. b. Shows self-awareness to promote non-judgmental practice. c. Promotes the rights and dignity of all service users, with specific appreciation for and attention to the vulnerable.

3. Very good demonstration of service-user centred practice. a. Develops mutually respectful working relationships with service users, which promotes confidence and engagement

in intervention. b. Plans interventions taking account of service-users views on their situation and enabling participation. c. Enables discussion of differing opinions during decision-making whilst enabling service users to have control in

decisions and interventions.

2:2

50 - 59%

1. Good sensitivity to equality and diversity. a. Practices in a non-discriminatory manner, respecting equality issues. b. Practices in a non-discriminatory manner, respecting diversity issues. c. Applies equality and diversity policies and procedures to practice.

2. Good awareness of consent and ethical behaviour issues. a. Understand the importance of, and be able to obtain informed consent taking account of a person’s situation. b. Reflects on own judgments, to promote non-judgmental practice. c. Acts to safeguard the rights and dignity of all service users, with specific care for those who are vulnerable.

3. Good demonstration of service-user centred practice. a. Develops mutually respectful working relationships with service users. b. Understands service user's views on their situation and involvement in intervention. c. Engages the service user in decision-making in intervention.

3rd

40 - 49%

1. Acceptable sensitivity to equality and diversity. a. Practices in a non-discriminatory manner, aware of equality issues. b. Practices in a non-discriminatory manner, aware of diversity issues. c. Aware of equality and diversity policies and procedures.

2. Acceptable awareness of consent and ethical behaviour issues. a. Understand the importance of, and be able to obtain informed consent. b. Displays non-judgmental practice. c. Acts to safeguard the rights and dignity of all service users, with awareness of those who are vulnerable.

3. Acceptable demonstration of service-user centred practice. a. Builds appropriate relationships with service users. b. Seek service user's views on their situation and involvement in intervention. c. Includes service user in decision making in intervention.

Fail`

39% and below

1. Poor sensitivity to equality and diversity. a. Inadequately aware of equality issues or acts in a manner to undermine equality. b. Inadequately aware of diversity issues, or acts in a manner disrespectful of difference. c. Insufficiently aware of equality and diversity policies and procedures.

2. Poor awareness of consent and ethical behaviour issues. a. Insufficiently aware of consent issues or fails to obtain consent for intervention. b. Allows biased judgments to influence practice. c. Is inadequately respectful of the rights and dignity of service users.

3. Poor demonstration of service-user centred practice. a. Inadequate appreciation of the service-user – therapist relationship. b. Disregards service user views or does not involve service users in interventions. c. Makes decisions for service users or does not include their preferences.


46

Overall Summary of Student’s Performance

Please give a summary of the student’s performance on placement.

PPE: _______________________________________ Date: _____________________________ Placement Location: ______________________________________________________________ Student: ____________________________________ Date: _____________________________


47

Student Reflection and / Response to Feedback

Optional - an opportunity for the student to reflect on their experiences and feedback received. If the student has concerns about feedback received then please ensure that the PPE has viewed the student’s comments and signed to endorse this.



48

6.4 Action plan

This action plan is to be used if a student is falling behind in achieving their intended learning outcomes

Please identify the reason for this action plan (sickness, lack of appropriate clinical experience, lack of student forward planning, other). Please provide details:

Within the action plan please address the following as applicable:

The specific areas of learning that need to be achieved

Areas/issues to be targeted


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Review dates and implications of not achieving them

The need and rationale for extension

Signed: Student ……………………………………………………. Date: ……………………… PPE………………….……………………………………... Date: ……………………… Academic Advisor ………………………………………. Date: ………………………


50

6.5 Disciplinary procedure Standards of Conduct, Performance and Ethics (including safety) Unsafe practice or violations of Professional Standards (HPC 2008) will cause the student to fail the placement following a process which includes one verbal and two written warnings. Records of all warnings of unsafe practice or concerns about the professional behaviour of the student must be recorded in the boxes overleaf. If a final warning (the second written warning) is given the assessment mark will be negated and a mark of ‘0’ will be recorded. In exceptional circumstances the student may be withdrawn from the placement earlier in the process after discussion with the University Link Tutor.

Fails to adhere, at all times, to personal and professional standards which reflect credit on the profession.

Fails to apply knowledge of the departmental health and safety policy to specific service user groups/conditions.

Does not respect service user confidentiality. Is unreliable in verbal reporting or written records that may put service users or

others at risk and often fails to tell the educator about adverse findings and/or service user complaints.

Is unaware of, or disregards, contraindications of treatment. Persistently applies treatment techniques and handling skills in a way which puts

service user or self at risk. Practices outside their safe scope of practice. Fails to communicate appropriately or respect the rights, dignity and individual

sensibilities of service users. Demonstrates an unprofessional attitude towards staff (fails to communicate

appropriately with other staff, does not cooperate with staff, does not accept feedback from practice placement educators appropriately, criticises practice placement educators in front of service users and wastes time).

Fails to gain consent of service users in an appropriate manner. Persists in unsafe practice despite verbal instructions and/or warnings including

violations in moving and handling and infection control. Is unaware of personal health issues that affect performance or judgment. Inappropriately advertises personal services. Sells, supplies, endorses or promotes the sale of services or goods in ways which

exploit the professional relationship with the service user. Participates in illegal activities.


51

Record of verbal warning Date: …………………. Student ……………………………………………….. PPE …………………………………………………….

First written warning Date: ………………… Student ……………………………………………….. PPE……………….…………………………………….

Second written warning Date: ………………… Student ……………………………………………….. PPE……………….…………………………………….


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53

7. Practice Assessment BU3


54

7.1 Competencies


Competency

Learning Outcomes

Specific skills

1 Assessment and

treatment planning

1. Plan an assessment strategy.

a. Sources of information. b. Techniques selected for assessment c. Gathering of relevant information.

2. Interpret assessment information.

a. Summarises assessment findings b. Demonstrates logical thinking. c. Produces a problem list from assessment findings.

3. Plan intervention or treatment based on assessment findings.

a. Goal setting with service user. b. Selects appropriate intervention c. Rationale for selection of intervention.

2 Interventions

and treatments

1. Conduct appropriate interventions or treatments.

a. Delivery of case management including discharge planning. b. Health promotion and well-being. c. Evidence to influence intervention.

2. Review interventions.

a. Strengths and weaknesses of an intervention. b. Outcome measures. c. Reflects on the outcome.

3. Safe and effective performance of interventions or treatments.

a. Skill b. Grades or adapts c. Range of skills.

Core

1 Communication.

1. Demonstrate effective two-way verbal and non-verbal communication.

a. Listening skills. b. Body language. c. Language.

2. Clearly and accurately documents information.

a. Recorded information is clear and accurate. b. Storage c. Separate issues, fact and opinion statements.

3. Adapt communication to a range of people, matters and settings.

a. Communication tools. b. Rapport. c. Communication in groups and teams.

2 Personal and

people development.

1. Demonstrate development of personal skills and knowledge.

a. Identifies areas for improvement b. Sets own goals c. Engages with resources, (e.g. library and training).

2. Demonstrate self development using reflective practice.

a. Reflects on practice and own development b. Makes use of feedback and supervision. c. Implements changes in response to reflection.

3. Demonstrate development of others.

a. Supports others b. Facilitates skills and knowledge of others c. Understands others learning needs and preferences


55

3 Health, safety

and security.

1. Recognise the need for a healthy, safe and secure working environment.

a. Risk. b. Accountability. c. Policy and legislation.

2. Apply healthy, safe and secure working practices

a. Moving and handling. b. Infection control. c. Secure working practice.

3. Monitor and maintain health, safety and security of self.

a. Competency. b. HPC codes of conduct. c. Fitness to practice.

4 Service

Improvement

1. Incorporate research and evidence to improve practice.

a. How evidence can improve practice b. Relates evidence to practice area. c. Use of evidence to inform decision making.

2. Be aware of administration for the practice area.

a. Participates in audit and quality control.

b. Report appropriately complaints and feedback.

c. Clinical governance.

5 Quality

1. Demonstrates professional practice behaviour.

a. Respects confidentiality. b. Trustworthiness and reliability. c. Conduct, appearance and manner.

2. Demonstrate inter-professional and team-working skills.

a. Respects roles of members of the MDT. b. Assists and supports team. c. Collaborates with MDT for coordinated care.

3. Demonstrate management skills.

a. Manages time. b. Demonstrates organisational skill. c. Delegation.

6 Equality and

diversity

1. Demonstrates sensitivity to equality and diversity.

a. Equality. b. Diversity. c. Policies and procedures.

2. Demonstrate awareness of consent and ethical behaviour issues.

a. Consent b. Ethical behaviour. c. Vulnerable client group.

3. Demonstrate service-user centred practice.

a. Service-user – therapist relationship. b. Services –users views and preferences c. Collaborative decision making.


56

7.2 Negotiated learning agreement for BU3 Summary of student learning needs (completed by student prior to placement in conjunction with students PDP)

Specific action points for this placement (agreed in discussion with practice placement educator)



57

Planned use of resources and strategies (agreed by discussion with PPE)



58

7.3 Practice Assessment Level I – BU3

7.3.1 Specific 1. Assessment and intervention planning


1. Plan an assessment strategy. 2. Interpret assessment information. 3. Plan intervention or treatment based on assessment findings.




Classification - please circle on final mark sheet (section 8.5)




59

1st

70 and above

1. Excellent planning of an assessment strategy. a. Consistently and effectively identifies a wide range of valuable sources of information. b. Consistently and effectively identifies valuable assessment techniques. c. Consistently, effectively and accurately gather valuable and relevant background

information. 2. Excellent interpretation of assessment information.

a. Consistently provides succinct and accurate summary of assessment information. b. Consistently shows comprehensive clinical reasoning. c. Consistently prioritises a needs or problem list from assessment findings with clear

rationale. 3. Excellent planning of intervention or treatment based on assessment findings.

a. Consistently sets collaborative goals with service user. b. Consistently identifies the most effective and efficient intervention or treatment. c. Consistently provides comprehensive rationale for selection of intervention options.

2:1

60 - 69%

1. Very good planning of an assessment strategy. a. Effectively identifies a wide range of valuable sources of information. b. Effectively identifies valuable assessment techniques. c. Effectively and accurately gathers valuable and relevant background information.

2. Very good interpretation of assessment information. a. Succinctly and accurately summarises assessment information. b. Shows comprehensive clinical reasoning. c. Prioritises a needs or problem list from assessment findings with clear rationale.

3. Very good planning of intervention or treatment based on assessment findings. a. Sets collaborative goals with service user. b. Selects the most effective and efficient intervention or treatment. c. Provides comprehensive rationale for selection of intervention options.

2:2

50 - 59% 1. Good planning of an assessment strategy.

a. Determines the relevance of appropriate sources of information. b. Determines the relevance of techniques for assessment. c. Accurately gathers both formal and informal relevant background information.

2. Good interpretation of assessment information. a. Identifies and summarises important assessment findings. b. Demonstrates clear logical thinking process. c. Prioritises a needs or problem list from assessment findings.

3. Good planning of intervention or treatment based on assessment findings. a. Sets goals with service user involvement. b. Considers effectiveness and appropriateness of interventions or treatments. c. Provides appropriate rationale for selection of intervention options.

3rd

40 – 49% 1. Acceptable planning of an assessment strategy.

a. Identifies appropriate sources of information. b. Selects appropriate techniques for assessment c. Gathers sufficient relevant background information.

2. Acceptable interpretation of assessment information. a. Summarises assessment findings b. Demonstrates logical thinking process. c. Produces a needs or problem list from assessment findings.

3. Acceptable planning of intervention or treatment based on assessment findings. a. Sets goals with awareness of the service user. b. Selects appropriate intervention or treatment. c. Provides basic rationale for selection of intervention or treatment.

Fail 39% and below

1. Poor planning of an assessment strategy. a. Consistently misses key sources of information. b. Unable to select appropriate techniques or inappropriate techniques chosen. c. Unable to identify relevant background information.

2. Poor interpretation of assessment information. a. Unable to summarise assessment findings b. Reasoning process lacks logic. c. Unable to produce a needs or problem list of priorities.

3. Poor planning of intervention or treatment based on assessment findings. a. Fails to set goals. b. Does not select appropriate intervention or selects inappropriately. c. Inadequate rationale for selection of interventions.


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7.3.2 Specific 2. Interventions and treatment Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Conduct appropriate interventions or treatments. 2. Review interventions 3. Safe and effective performance of interventions or treatments.








61

1st

70 and above

1. Excellent when conducting an interventions or treatments. a. Consistently delivers comprehensive case management, including thorough discharge planning. b. Consistently intervenes in a way that comprehensively promotes health and well-being of the

service user. c. Comprehensively incorporates evidence to influence intervention/treatment.

2. Excellent review of the intervention. a. Consistently and comprehensively evaluates interventions/treatments. b. Consistently selects and evaluates appropriate outcome measures considering the service user. c. Consistently reflects on the outcome of interventions efficiently and appropriately and makes

necessary modifications. 3. Excellent safety and effectiveness in performance of interventions or treatments.

a. Consistently safe and highly skilful application of interventions/treatments showing specificity and sensitivity.

b. Demonstrates a comprehensive range of varied and valuable skills. c. Integrates specific and sensitive grading or adaptation throughout intervention with clear

rationale.

2:1

60 – 69%

1. Very good when conducting an interventions or treatments. a. Delivers comprehensive case management, including thorough discharge planning. b. Intervenes in a way that promotes health and well-being of the service user. c. Actively incorporates evidence to influence intervention/treatment.

2. Very good review of the intervention. a. Accurately evaluates interventions/treatments. b. Selects and evaluates appropriate outcome measure considering the service user. c. Reflects on the outcome of interventions efficiently and appropriately and makes necessary

modifications. 3. Very good safety and effectiveness in performance of interventions or treatments.

a. Safe, skilful application of interventions/treatment showing specificity and sensitivity. b. Demonstrates a comprehensive range of skills. c. Grades or adapts interventions showing specificity and sensitivity.

2:2

50 – 59% 1. Good when conducting an interventions or treatments.

a. Delivers overall case management, including discharge planning. b. Promotes health and well-being. c. Applies evidence to influence interventions.

2. Good review of the intervention. a. Evaluates an interventions or treatments. b. Considers service users when selecting outcome measures. c. Reflects on the outcome of interventions and considers modification.

3. Good safety and effectiveness in performance of interventions or treatments. a. Safe and skilful application of interventions/treatments. b. Demonstrates a wide range of skills. c. Grading or adaption of interventions made with careful consideration.

3rd

40- 49%

1. Acceptable when conducting an interventions or treatments. a. Delivers case management, including discharge planning. b. Considers issues of health promotion and well-being. c. Aware of how intervention can be influenced by evidence.

2. Acceptable review of the intervention. a. Identifies strengths and weaknesses of an intervention. b. Selects appropriate outcome measures for the intervention c. Reflects on the outcome of interventions.

3. Acceptable safety and effectiveness in performance of interventions or treatments. a. Safe application of interventions/treatments. b. Demonstrates a range of skills. c. Grades or adapts intervention as required.

Fail

39% and below

1. Poor when conducting an interventions or treatments. a. Does not consider overall case management. b. Inadequately considers issues of health promotion and well-being. c. Lacks awareness of how intervention can be based on evidence.

2. Poor review of the intervention. a. Inadequate or inaccurate identification of strengths and weaknesses of an

intervention/treatment. b. Does not select appropriate or selects inappropriate outcome measures c. Inadequately to the outcome of interventions.

3. Poor safety and effectiveness in performance of interventions or treatments. a. Unsafe application of interventions/treatment. b. Demonstrates only a limited range of skills or lacks key skills. c. Lacks ability to grades or adapts intervention appropriately.


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7.3.3 Core 1. Communication Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Demonstrate effective two-way verbal and non-verbal communication 2. Clearly and accurately document information. 3. Adapt method of communication to a range of people, matters and settings.








63

1st

70 and above

1. Excellent two-way verbal and non-verbal communication. a. Consistently demonstrates highly effective and active listening skills. b. Always acutely aware of own body language and is very responsive to that of others. c. Consistently speaks very clearly and concisely, always using appropriate and relevant language.

2. Excellent documentation of information. a. Consistently structures and records information clearly, concisely and accurately. b. Consistently stores information very diligently demonstrating clear awareness of ethical issues. c. Consistently clearly separates issues, fact and opinion statements and provides sound justification

for opinion statements. 3. Excellent adaption of communication to a range of people, matters and settings.

a. Uses a wide variety and innovative range of communication methods and changes between methods with ease.

b. Consistently establishes and maintains rapport with ease and confidence with a wide range of people.

c. Consistently communicates effectively in range of groups and teams, responding to group dynamics.

2:1

60 - 69%

1. Very good two-way verbal and non-verbal communication. a. Demonstrates highly effective and active listening skills. b. Shows acute awareness of own body language and is very responsive to that of others. c. Speaks clearly and concisely, always using appropriate and relevant language.

2. Very good documentation of information. a. Records and structures information clearly, concisely and accurately. b. Stores information very diligently, demonstrating clear awareness of ethical issues. c. Clearly separates issues, fact and opinion statements and provides justification for opinion

statements. 3. Very good adaption of communication to a range of people, matters and settings.

a. Uses a wide variety of communication methods and changes between methods with ease. b. Establishes and maintains rapport with ease and confidence with a range of people. c. Communicates effectively in range of groups and teams, responding to group dynamics.

2:2

50 - 59% 1. Good two-way verbal and non-verbal communication.

a. Demonstrates effective and responsive listening skills. b. Aware of own body language and responds to that of others. c. Speaks clearly and concisely, using appropriate language.

2. Good documentation of information. a. Records information clearly, concisely and accurately. b. Stores information diligently. c. Clearly separates issues, fact and opinion statements.

3. Good adaption of communication to a range of people, matters and settings. a. Uses a wide variety of communication methods appropriately. b. Builds and maintains rapport. c. Communicates effectively in groups and teams, showing appreciation of group dynamics.

3rd

40 - 49% 1. Acceptable two-way verbal and non-verbal communication.

a. Demonstrates effective listening skills. b. Aware of body language of self and others. c. Speaks clearly and uses language appropriately.

2. Acceptable documentation of information. a. Records information clearly and accurately. b. Stores information appropriately. c. Shows ability to separate issues, fact and opinion statements.

3. Acceptable adaption of communication to a range of people, matters and settings. a. Use an appropriate variety of communication methods. b. Alters communication to establish and maintain rapport. c. Communicates in groups and teams.

Fail

39% and below

1. Poor two-way verbal and non-verbal communication. a. Does not demonstrate effective listening skills, may talk over others or interrupt. b. Demonstrates poor body language does not interpret others' cues or does not maintain eye contact. c. Lacks clarity when speaking, may be vague and repetitive or uses inappropriate language.

2. Poor documentation of information. a. Records information inaccurately or unclearly, or does not sign and date. b. Careless storage of records. c. Does not show ability to separate issues, fact and opinion statements.

3. Poor adaption of communication to a range of people, matters and settings. a. Lacks ability to use a variety of communication methods. b. Difficulty establishing and maintaining rapport. c. Ineffective communication in groups and teams.


64

7.3.4 Core 2. Personal and people development Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Demonstrate development of personal skills and knowledge. 2. Demonstrate self development using reflective practice. 3. Demonstrate development of others.








65

1st

70 and above

1. Excellent development of personal skills and knowledge. a. Always, readily and accurately identifies specific areas for improvement. b. Consistently sets meaningful, challenging and SMART goals to improve self. c. Shows resourcefulness in engages with a wide variety of resources, (e.g. library and training).

2. Excellent self development using reflective practice. a. Consistently reflects on practice and own development explicitly demonstrating clarity and ease. b. Consistently proactively seeks and engages with feedback and supervision. c. Consistently and readily integrates reflections and feedback, demonstrating improvements in practice.

3. Excellent development of others. a. Proactively supports and facilitates others with sensitivity. b. Consistently and effectively facilitates skills and knowledge to others in a manner perceptive of others

needs. c. Proactively and effectively facilitates others learning needs and preferences.

2:1

60 - 69%

1. Very good development of personal skills and knowledge. a. Readily and accurately identifies specific areas for improvement. b. Sets meaningful and SMART own goals to improve self. c. Engages with a wide variety of resources, (e.g. library and training).

2. Very good self development using reflective practice. a. Explicitly and readily reflects on practice and own development. b. Proactively seeks feedback and supervision. c. Readily integrates reflections and feedback, demonstrating improvements in practice.

3. Very good development of others. a. Sensitively supports and facilitates others. b. Effectively facilitates skills and knowledge to others in a manner perceptive of others needs. c. Effectively facilitates others learning needs and preferences.

2:2

50 - 59% 1. Good development of personal skills and knowledge.

a. Readily Identifies key areas for improvement. b. Sets SMART goals to improve self. c. Engages with resources, (e.g. library and training).

2. Good self development using reflective practice. a. Explicitly reflects on practice and own development. b. Makes effective use of feedback and supervision. c. Implements effective changes in response to reflection.

3. Good development of others. a. Supports and facilitates others. b. Effectively facilitates skills and knowledge to others. c. Understands and facilitates others learning needs and preferences.

3rd

40 - 49% 1. Acceptable development of personal skills and knowledge.

a. Identifies key areas for improvement. b. Sets own goals. c. Makes use of resources, (e.g. library and training).

2. Acceptable self development using reflective practice. a. Reflects adequately on practice and own development. b. Makes use of feedback and supervision. c. Implements changes in response to reflection.

3. Acceptable development of others. a. Supports others. b. Facilitates skills and knowledge to others. c. Understands others learning needs and preferences.

Fail

39% and below

1. Poor development of personal skills and knowledge. a. Does not recognise key areas for improvement or selects inappropriate areas for improvement. b. Does not set appropriate goals for self. c. Does not engage with resources, (e.g. library and training).

2. Poor self development using reflective practice. a. Inadequately reflects on practice and own development. b. Does not use feedback and supervision adequately. c. Does not apply learning from reflection.

3. Poor development of others. a. Does not support others, or acts in an unsupportive manner. b. Is unable to facilitate skills and knowledge to others. c. Does not understand or does not facilitate others learning needs and preferences.


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7.3.5 Core 3. Health, safety and security Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Recognise the need to establish and maintain a safe and secure working environment. 2. Apply healthy, safe and secure working practices. 3. Monitor and maintain health, safety and security of self.








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1

st

70 and above

1. Excellent recognition of need for healthy, safe and secure working environments. a. Consistently, quickly and accurately interprets risk and acts to mitigate in a variety of situations. b. Consistently demonstrates accountability for actions and readily assumes responsibility. c. Comprehensively understands health, safety and security policies and legislation which are

consistently integrated to practice. 2. Excellent application of healthy, safe and secure working practices

a. Consistently accountable for safe moving and handling practices and incorporates into practice. b. Consistently accountable for safe infection control practices and incorporates into practice. c. Consistently accountable for safe and secure working practices and incorporates into practice.

3. Excellent monitoring and maintenance of health, safety and security of self. a. Consistently reflects on limits of competence and seeks appropriate advice when necessary. b. Integrates HPC codes of conduct and other professional standards and applies with specificity to

area of practice. c. Proactively assumes accountability for maintaining fitness to practice and fully appreciates the

implication of own fitness on service users.

2:1 60 - 69%

1. Very good recognition of need for healthy, safe and secure working environments. a. Quickly and accurately interprets risk and acts to mitigate in a variety of situations. b. Demonstrates accountability for actions and readily assumes responsibility. c. Understands health, safety and security policies and legislation and integrates to practice.

2. Very good application of healthy, safe and secure working practices a. Accountable for safe moving and handling practices and incorporates into practice. b. Accountable for safe infection control practices and incorporates into practice. c. Accountable for safe and secure working practices and incorporates into practice.

3. Very good monitoring and maintenance of health, safety and security of self. a. Reflects on limits of competence and seeks appropriate and advice when necessary. b. Understands the HPC codes of conduct and other professional standards and is aware of specific

applications to area of practice. c. Accountable for maintaining fitness to practice.

2:2 50 - 59%

1. Good recognition of need for healthy, safe and secure working environments. a. Accurately interprets risk and acts to minimise these. b. Assumes personal responsibility for actions. c. Aware of relevant health, safety and security policies and legislation and applies to practice.

2. Good application healthy, safe and secure working practices a. Demonstrates responsibility in safe moving and handling practices. b. Demonstrates responsibility in safe Infection control practices. c. Demonstrates responsibility in safe and secure working practices.

3. Good monitoring and maintenance of health, safety and security of self. a. Aware of limits of competence and seeks advice from others. b. Aware of the HPC codes of conduct and other professional standards and understands the

importance of application to practice. c. Demonstrates responsibility for maintaining fitness to practice.

3rd

40 - 49% 1. Acceptable recognition of need for healthy, safe and secure working environments.

a. Identifies key risks and acts to minimise these. b. Accepts personal responsibility for actions. c. Aware of relevant health, safety and security policies and legislation.

2. Acceptable application healthy, safe and secure working practices a. Applies safe moving and handling practices. b. Applies safe Infection control practices. c. Applies safe and secure working practices.

3. Acceptable monitoring and maintenance of health, safety and security of self. a. Know the limits of own practice and when to seek advice or refer to another professional. b. Aware of the HPC codes of conduct and other professional standards. c. Understands the obligation to maintain fitness to practice.

Fail 39% and below

1. Poor recognition of need for healthy, safe and secure working environments. a. Inadequately identifies key risks or fails to mitigate these. b. Does not take responsibility for actions. c. Inadequately aware of relevant health, safety and security policies and legislation.

2. Poor application healthy, safe and secure working practices a. Consistently does not apply safe moving and handling practices. b. Consistently does not apply safe Infection control practices. c. Consistently does not apply safe and secure working practices.

3. Poor monitoring and maintenance of health, safety and security of self. a. Does not recognise the limits of own practice or neglects to seek advice or refer to another

professional when needed. b. Insufficiently aware of HPC codes of conduct and other professional standards. c. Unaware of fitness to practice principles.


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7.3.6 Core 4. Service improvement


1. Incorporate research and evidence to improve practice. 2. Be aware of administration for the practice area.








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1

st

70 and above

1. Excellent use of research and evidence to improve practice. a. Consistently and proactively seeks research evidence to inform practice. b. Critically appraises research evidence and understands the complexity of its

application to practice. c. Consistently and readily integrates research evidence to inform decision making.

2. Excellent awareness of administration for the practice area. a. Consistently and actively participates in audit and quality control, demonstrating an

understanding of the practicalities and application in practice. b. Consistently and appropriately reports and acts on complaints and feedback, and

differentiates the quality of the information. c. Consistently integrates issues of clinical governance to own practice.

2:1

60 - 69%

1. Very good use of research and evidence to improve practice. a. Proactively seeks research evidence to inform practice. b. Critically appraises research evidence and understands its application to practice. c. Readily integrates research evidence to inform decision making.

2. Very good awareness of administration for the practice area. a. Actively engages in audit and quality control, suggesting appropriate strategies. b. Appropriately reports and acts on complaints and feedback, and differentiates the

quality of the information. c. Integrates issues of clinical governance to own practice.

2:2

50 - 59% 1. Good use of research and evidence to improve practice.

a. Understands the importance of research evidence to practice improvement. b. Appraises research evidence and applies to practice. c. Incorporates research evidence to inform decision making.

2. Good awareness of administration for the practice area. a. Engages in audit and quality control. b. Appropriately reports complaints and feedback, and differentiates the quality of this

information. c. Understands clinical governance issues.

3rd

40 - 49% 1. Acceptable use of research and evidence to improve practice.

a. Considers research evidence to guide practice. b. Appraises research evidence in relation to practice. c. Uses evidence to inform decision making.

2. Acceptable awareness of administration for the practice area. a. Participates in audit and quality control. b. Appropriately reports complaints and feedback. c. Aware of clinical governance issues.

Fail

39% and below

1. Poor use of research and evidence to improve practice. a. Does not consider appropriate evidence to guide practice or does not connect

research evidence to practice. b. Difficulty appraising research evidence in relation to practice. c. Research evidence is not used to support decision making.

2. Poor awareness of administration for the practice area. a. Does not participate in audit and quality control, or participates incompetently. b. Does not appropriately report complaints and feedback. c. Lacks awareness of clinical governance issues.


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7.3.7 Core 5. Quality Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Demonstrates professional practice behaviour. 2. Demonstrate inter-professional and team-working skills. 3. Demonstrate management skills.








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1st

70 and above

1. Excellent professional practice behaviour. a. Consistently and proactively ensures confidentiality and demonstrates respect in their behavior. b. Consistently reliable and trustworthy, promoting the profession through the integrity of their behavior. c. Consistently, presents and conducts oneself in a highly professional manner, adapting in a wide variety of

circumstances. 2. Excellent inter-professional and team-working skills

a. Consistently appreciates, respects and promotes the different roles of members of the MDT and appreciates own profession in relation to these.

b. Consistently and willingly offers assistance and support to team members, showing a shared approach to teamworking.

c. Consistently collaborates and negotiates with MDT and service-users promoting coordinated approach. 3. Excellent management skills.

a. Consistently shows good forward planning to manage time and prioritise demands taking a flexible and pragmatic approach.

b. Consistently demonstrates organisational skill, is well prepared and shows flexibility to changing circumstances.

c. Consistently delegates effectively, through negotiation with others, taking full responsibility for delegated tasks.

2:1

60 - 69%

1. Very good professional practice behaviour. a. Proactively ensures confidentiality and demonstrates respect in their behavior. b. Is reliable and trustworthy, promoting the profession through the integrity of their behavior. c. Presents and conducts oneself in a highly professional manner adapting in a variety of circumstances.

2. Very good inter-professional and team-working skills a. Appreciates, respects and promotes the different roles of members of the MDT and appreciates own

profession in relation to these. b. Willingly offers assistance and support to team members, showing a shared approach to teamwork. c. Collaborates and negotiates with MDT and service-users for coordinated approach.

3. Very good management skills. a. Shows forward planning to manage time or prioritise demands and shows flexibility to changing

circumstances. b. Demonstrates organisational skill, appears prepared and shows flexibility to changing circumstances. c. Delegates effectively, in collaboration with others, taking responsibility for delegated tasks.

2:2

50 - 59% 1. Good professional practice behaviour.

a. Respects and safeguards confidentiality. b. Is reliable, trustworthy and demonstrates professional attitude. c. Presents and conducts oneself in a very professional manner in a range of circumstances.

2. Good inter-professional and team-working skills a. Respects roles within the MDT and appreciates own profession in relation to these. b. Offers assistance and support to team members, encouraging a shared approach to teamwork, c. Collaborates with MDT and service-user for coordinated approach.

3. Good management skills. a. Shows forward planning to manage time and prioritise demands. b. Demonstrates organisational skill, showing planning and response to changes. c. Delegates appropriately, in collaboration with others, supervising delegated tasks.

3rd

40 - 49% 1. Acceptable professional practice behaviour.

a. Respects confidentiality. b. Is reliable and trustworthy. c. Presents and conducts oneself in a professional manner.

2. Acceptable inter-professional and team-working skills a. Respects roles of members of the MDT. b. Offers assistance and supports to other team members. c. Collaborates with MDT for coordinated approach.

3. Acceptable management skills. a. Manages time and prioritises demands. b. Demonstrates organisational skill. c. Delegates appropriately, remaining accountable for delegated tasks.

Fail

39% and below

1. Poor professional practice behaviour. a. Is careless with confidential issues or has breached confidentiality. b. Is unreliable, demonstrated untrustworthy behavior, or has not earned trust of other team members. c. Does not present with professional conduct, appearance or manner.

2. Poor inter-professional and team-working skills a. Does not understand roles of members of the MDT. b. Does not offer assistance or support to other team members. c. Makes minimal effort to collaborate with other team members.

3. Poor management skills. a. Manages time poorly or inappropriately prioritises demands. b. Disorganisation affects quality of work. c. Does not delegate appropriate tasks, or does not follow-up on delegated tasks.


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7.3.8 Core 6. Equality and diversity Intended learning outcomes: By the end of the placement and with guidance, students are expected to demonstrate analysis and application in order to develop skills to:

1. Demonstrate sensitivity to equality and diversity. 2. Demonstrate awareness of consent and ethical behaviour issues. 3. Demonstrate service-user centred practice.






Practice Placement Educator Please circle or tick sections 1, 2 & 3 of the boxes below


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1st

70 and above

1. Excellent sensitivity to equality and diversity. a. Practices in a non-discriminatory manner, appreciating the nature and complexity of non-discrimination and

equality, enabling equal participation for all. b. Appreciates the nature and complexity of non-discrimination and diversity, valuing the richness that diversity

brings to practice. c. Comprehensively understands equality and diversity policies and procedures and consistently integrates these to

practice. 2. Excellent awareness of consent and ethical behaviour issues.

a. Comprehensively understand the complexities of obtaining informed consent, and demonstrates sensitivity and respect when obtaining consent, taking account of an individual's situation.

b. Consistently is self-aware and insightful and practices in a clearly non-judgmental manner. c. Consistently promotes the rights, autonomy and dignity of all service users, with specific appreciation for and

attention to those who are vulnerable. 3. Excellent demonstration of service-user centred practice.

a. Quickly and easily develops mutually respectful working relationships with a range of service users, which promotes confidence and engagement in intervention.

b. Consistently plans interventions incorporating service-users views on their situation and enabling participation. c. Enables discussion of differing opinions during difficult decision-making whilst empowering service users to have

autonomy and centrality in decisions for intervention.

2:1

60 - 69%

1. Very good sensitivity to equality and diversity. a. Practices in a non-discriminatory manner, promoting equality issues. b. Practices in a non-discriminatory manner, promoting diversity issues. c. Understands equality and diversity policies and procedures integrating them into practice.

2. Very good awareness of consent and ethical behaviour issues. a. Understand the complexities of obtaining informed consent, and demonstrate respect when obtaining consent,

taking account of an individual's situation. b. Shows self-awareness to promote non-judgmental practice. c. Promotes the rights and dignity of all service users, with specific appreciation for and attention to the vulnerable.

3. Very good demonstration of service-user centred practice. a. Develops mutually respectful working relationships with service users, which promotes confidence and

engagement in intervention. b. Plans interventions taking account of service-users views on their situation and enabling participation. c. Enables discussion of differing opinions during decision-making whilst enabling service users to have control in

decisions and interventions.

2:2

50 - 59%

1. Good sensitivity to equality and diversity. a. Practices in a non-discriminatory manner, respecting equality issues. b. Practices in a non-discriminatory manner, respecting diversity issues. c. Applies equality and diversity policies and procedures to practice.

2. Good awareness of consent and ethical behaviour issues. a. Understand the importance of, and be able to obtain informed consent taking account of a person’s situation. b. Reflects on own judgments, to promote non-judgmental practice. c. Acts to safeguard the rights and dignity of all service users, with specific care for those who are vulnerable.

3. Good demonstration of service-user centred practice. a. Develops mutually respectful working relationships with service users. b. Understands service user's views on their situation and involvement in intervention. c. Engages the service user in decision-making in intervention.

3rd

40 - 49%

1. Acceptable sensitivity to equality and diversity. a. Practices in a non-discriminatory manner, aware of equality issues. b. Practices in a non-discriminatory manner, aware of diversity issues. c. Aware of equality and diversity policies and procedures.

2. Acceptable awareness of consent and ethical behaviour issues. a. Understand the importance of, and be able to obtain informed consent. b. Displays non-judgmental practice. c. Acts to safeguard the rights and dignity of all service users, with awareness of those who are vulnerable.

3. Acceptable demonstration of service-user centred practice. a. Builds appropriate relationships with service users. b. Seek service user's views on their situation and involvement in intervention. c. Includes service user in decision making in intervention.

Fail`

39% and below

1. Poor sensitivity to equality and diversity. a. Inadequately aware of equality issues or acts in a manner to undermine equality. b. Inadequately aware of diversity issues, or acts in a manner disrespectful of difference. c. Insufficiently aware of equality and diversity policies and procedures.

2. Poor awareness of consent and ethical behaviour issues. a. Insufficiently aware of consent issues or fails to obtain consent for intervention. b. Allows biased judgments to influence practice. c. Is inadequately respectful of the rights and dignity of service users.

3. Poor demonstration of service-user centred practice. a. Inadequate appreciation of the service-user – therapist relationship. b. Disregards service user views or does not involve service users in interventions. c. Makes decisions for service users or does not include their preferences.


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Overall Summary of Student’s Performance

Please give a summary of the student’s performance on placement.



75

Student Reflection and / Response to Feedback

Optional - an opportunity for the student to reflect on their experiences and feedback received. If the student has concerns about feedback received then please ensure that the PPE has viewed the student’s comments and signed to endorse this.



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7.4 Action plan

This action plan is to be used if a student is falling behind in achieving their intended learning outcomes

Please identify the reason for this action plan (sickness, lack of appropriate clinical experience, lack of student forward planning, other). Please provide details:

Within the action plan please address the following as applicable:

The specific areas of learning that need to be achieved

Areas/issues to be targeted


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Review dates and implications of not achieving them

The need and rationale for extension

Signed: Student ……………………………………………………. Date: ……………………… PPE………………….……………………………………... Date: ……………………… Academic Advisor……………………………………….. Date: ………………………


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7.5 Disciplinary procedure Standards of Conduct, Performance and Ethics (including safety) Unsafe practice or violations of Professional Standards (HPC 2008) will cause the student to fail the placement following a process which includes one verbal and two written warnings. Records of all warnings of unsafe practice or concerns about the professional behaviour of the student must be recorded in the boxes overleaf. If a final warning (the second written warning) is given the assessment mark will be negated and a mark of ‘0’ will be recorded. In exceptional circumstances the student may be withdrawn from the placement earlier in the process after discussion with the University Link Tutor.

Fails to adhere, at all times, to personal and professional standards which reflect credit on the profession.

Fails to apply knowledge of the departmental health and safety policy to specific service user groups/conditions.

Does not respect service user confidentiality. Is unreliable in verbal reporting or written records that may put service users or

others at risk and often fails to tell the educator about adverse findings and/or service user complaints.

Is unaware of, or disregards, contraindications of treatment. Persistently applies treatment techniques and handling skills in a way which puts

service user or self at risk. Practices outside their safe scope of practice. Fails to communicate appropriately or respect the rights, dignity and individual

sensibilities of service users. Demonstrates an unprofessional attitude towards staff (fails to communicate

appropriately with other staff, does not cooperate with staff, does not accept feedback from practice placement educators appropriately, criticises practice placement educators in front of service users and wastes time).

Fails to gain consent of service users in an appropriate manner. Persists in unsafe practice despite verbal instructions and/or warnings including

violations in moving and handling and infection control. Is unaware of personal health issues that affect performance or judgment. Inappropriately advertises personal services. Sells, supplies, endorses or promotes the sale of services or goods in ways which

exploit the professional relationship with the service user. Participates in illegal activities.


79

Record of verbal warning Date: …………………. Student ……………………………………………….. PPE …………………………………………………….

First written warning Date: ………………… Student ……………………………………………….. PPE……………….…………………………………….

Second written warning Date: ………………… Student ……………………………………………….. PPE……………….…………………………………….


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81

8. Administration BU2 and BU3

8.1 Information The PPE completes the summative assessment form, ensuring all appropriate pages

have been signed, to provide a record of the student’s performance during the placement. This includes the hours completed.

The student is encouraged to photocopy the completed summative assessment sheet twice, one for the PPE and one for themselves.

Students submit the original practice assessment document to the Placement Administrator on the first day that they return to the university.

A selection of the student Practice assessment documents will be sent to the External Examiners.

Should a student fail a placement they will be required to repeat and pass the placement in order to progress to the next level of the programme. Students are only permitted to re-sit one placement per academic year. Occasionally students are unwell or have circumstances that require them to withdraw from placement. Where appropriate, PPEs may be asked if the student can complete the placement at a mutually convenient time.


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83

8.2 Final mark sheet: BU2

ADVANCING KNOWLEDGE AND PRACTICE: PORTFOLIO 2 OCCUPATIONAL THERAPY: Level I: BU2

Student Name ………………………………………Start Date…………………….............. Placement Location…………………………………………….…………………….……………….......... Placement Area/Specialism ……………………………………….…………………………

Placement Educators Name (s)..…………………………………………………………

Declaration: This assessment report was completed by the practice placement educator and the student as appropriate. Relevant sections were discussed with the student and the student had an opportunity to comment. Practice Placement Educator: ………………………….………………………Date: ………….. Student: ………………………………………………………………………Date: ………….

Competency

Classification (Please circle)

Specific skills: 1 Assessment and treatment planning

1st / 2:1 / 2:2 / 3rd / Fail

2 Interventions and treatment

1st / 2:1 / 2:2 / 3rd / Fail

Core: 1 Communication

1st / 2:1 / 2:2 / 3rd / Fail

2 Personal and people development

1st / 2:1 / 2:2 / 3rd / Fail

3 Health, safety and security

1st / 2:1 / 2:2 / 3rd / Fail

4 Service Improvement

1st / 2:1 / 2:2 / 3rd / Fail

5 Quality

1st / 2:1 / 2:2 / 3rd / Fail

6 Equality and diversity

1st / 2:1 / 2:2 / 3rd / Fail

Placement percentage mark (based on PPE judgment of student overall) Failure in one or more competencies should result in a mark of less than 40% To achieve a 1

st the student should normally achieve a 1

st in all competencies

Awards of 80% or above are extremely rare and should be reserved for exceptional students

Practice Hours completed:

%


84


85

8.3 Student placement record sheet BU2

Students will complete a minimum of 35 hours per week, averaged over the course of the placement. Half day is not a requirement of the university and should not be expected by the student. Study time is awarded at the discretion of the PPE. Furthermore, if a half day study day is allowed, care should be taken on how this is recorded as part of the placement hours. If the study time is used to prepare for placement related activity e.g.: case study, educational leaflet, assist with audit or literature search; or to work on a particular placement related objective, this can be counted as part of the placement hours. If however the student uses this time to work on an assignment or travel home this is not counted as placement hours. The PPE is required to fill in a Student Placement Record Sheet so that a record of all the student’s practice hours can be kept for the student’s three year BSc programme. The student must complete a minimum of 1000 hours of practice as well as succeed in all academic work, to be eligible to apply for HPC registration. Students must: Record the date and activity code(s) in the relevant boxes (see table overleaf). If

the student has a day when different activities are undertaken in the morning and in the afternoon, this should be noted by dividing the box.

Example: Morning in Day Hospital Afternoon in Community Placement am Sick pm Report sickness / absence from placement. Inform the practice placement educator

/ administrator and the Programme Administration Team at Bournemouth University; 01202 967254/01202 967319 if you are unable to attend because of sickness or any other reason.

It would be appreciated if Practice Placement Educators could contact Bournemouth University staff using the number(s) given in section 1.2 or the Placement Administrator at the given email address if a student does not attend a placement as planned. Sign to certify that the information on the form is correct. At the end of the placement

the practice placement educator must also sign the form.

6th 6th sssSsssssSP P

4 3.5 sssSsssssSP P

P S sssSsssssSP P


86

Key for Activity Codes: P = Placement BH = Bank Holiday S = Sick C = Compassionate Leave A = Absence for other reason

Day

1 Day

2 Day

3 Day

4 Day

5

Day 1

Day 2

Day 3

Day 4

Day 5

Week 1 Total P: Week 2 Total P:

Date Date

Hours* Hours*

Activity code

Activity code


Date Date

Hours* Hours*

Activity code

Activity code


Date Date

Hours* Hours*

Activity code

Activity code

Hours* - Please indicate hours worked, e.g. 7.5, 3.0, etc

Activity Code Total Hours

Placement

Bank Holiday

Sick

Compassionate Leave

Other Absence

Student Declaration I certify that the information given above is correct

Placement Educator Declaration I confirm that the student attended practice placements as indicated above

Signature:

Signature:

Date:

Name: (please print)


87

8.4 Student evaluation of placement BU2 Student to complete online evaluation on return to University. Some placement settings have developed their own evaluation form in addition to the University evaluation. Therefore the PPE may ask the student to complete an evaluation form for development of their placements, reflection and CPD. This is an opportunity to practice skills of giving appropriate and constructive feedback. Please use the box below if you wish to make any notes in readiness for completing evaluations.


88


89

8.5 Final mark sheet: BU3

ADVANCING KNOWLEDGE AND PRACTICE: PORTFOLIO 2 OCCUPATIONAL THERAPY: Level I: BU3

Student Name ………………………………………Start Date…………………….............. Placement Location…………………………………………….…………………….……………….......... Placement Area/Specialism ……………………………………….…………………………

Placement Educators Name (s)..…………………………………………………………

Declaration: This assessment report was completed by the practice placement educator and the student as appropriate. Relevant sections were discussed with the student and the student had an opportunity to comment. Practice Placement Educator: ………………………….………………………Date: ………….. Student: ………………………………………………………………………Date: ………….

Competency

Classification (Please circle)

Specific skills: 1 Assessment and treatment planning

1st / 2:1 / 2:2 / 3rd / Fail

2 Interventions and treatment

1st / 2:1 / 2:2 / 3rd / Fail

Core: 1 Communication

1st / 2:1 / 2:2 / 3rd / Fail

2 Personal and people development

1st / 2:1 / 2:2 / 3rd / Fail

3 Health, safety and security

1st / 2:1 / 2:2 / 3rd / Fail

4 Service Improvement

1st / 2:1 / 2:2 / 3rd / Fail

5 Quality

1st / 2:1 / 2:2 / 3rd / Fail

6 Equality and diversity

1st / 2:1 / 2:2 / 3rd / Fail

Placement percentage mark (based on PPE judgment of student overall) Failure in one or more competencies should result in a mark of less than 40% To achieve a 1

st the student should normally achieve a 1

st in all competencies

Awards of 80% or above are extremely rare and should be reserved for exceptional students

Practice Hours completed:

%


90


91

8.6 Student placement record sheet BU3

Students will complete a minimum of 35 hours per week, averaged over the course of the placement. Half day is not a requirement of the university and should not be expected by the student. Study time is awarded at the discretion of the PPE. Furthermore, if a half day study day is allowed, care should be taken on how this is recorded as part of the placement hours. If the study time is used to prepare for placement related activity e.g.: case study, educational leaflet, assist with audit or literature search; or to work on a particular placement related objective, this can be counted as part of the placement hours. If however the student uses this time to work on an assignment or travel home this is not counted as placement hours. The PPE is required to fill in a Student Placement Record Sheet so that a record of all the student’s practice hours can be kept for the student’s three year BSc programme. The student must complete a minimum of 1000 hours of practice as well as succeed in all academic work, to be eligible to apply for HPC registration. Students must: Record the date and activity code(s) in the relevant boxes (see table overleaf). If

the student has a day when different activities are undertaken in the morning and in the afternoon, this should be noted by dividing the box.

Example: Morning in Day Hospital Afternoon in Community Placement am Sick pm Report sickness / absence from placement. Inform the practice placement educator

/ administrator and the Programme Administration Team at Bournemouth University; 01202 967254/01202 967319 if you are unable to attend because of sickness or any other reason.

It would be appreciated if Practice Placement Educators could contact Bournemouth University staff using the number(s) given in section 1.2 or the Placement Administrator at the given email address if a student does not attend a placement as planned. Sign to certify that the information on the form is correct. At the end of the placement

the practice placement educator must also sign the form.

6th 6th sssSsssssSP P

4 3.5 sssSsssssSP P

P S sssSsssssSP P


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Key for Activity Codes: P = Placement BH = Bank Holiday S = Sick C = Compassionate Leave A = Absence for other reason

Day

1 Day

2 Day

3 Day

4 Day

5

Day 1

Day 2

Day 3

Day 4

Day 5


Date Date

Hours* Hours*

Activity code

Activity code


Date Date

Hours* Hours*

Activity code

Activity code


Date Date

Hours* Hours*

Activity code

Activity code

Hours* - Please indicate hours worked, e.g. 7.5, 3.0, etc

Activity Code Total Hours

Placement

Bank Holiday

Sick

Compassionate Leave

Other Absence

Student Declaration I certify that the information given above is correct

Placement Educator Declaration I confirm that the student attended practice placements as indicated above

Signature:

Signature:

Date:

Name: (please print)


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8.7 Student evaluation of placement BU3

Student to complete online evaluation on return to University. Some placement settings have developed their own evaluation form in addition to the University evaluation. Therefore the PPE may ask the student to complete an evaluation form for development of their placements, reflection and CPD. This is an opportunity to practice skills of giving appropriate and constructive feedback. Please use the box below if you wish to make any notes in readiness for completing evaluations.


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8.8 Year Summary - Level I Placements Completed

BU2 Location

Area

Speciality

BU3 Location

Area Speciality

Responsibilities and skills (summarise the responsibilities and skills you demonstrated during BU2 and BU3)


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Action points

Summarise your action points for the coming year

Identify the resources and strategies you will use to achieve these action points (agreed by discussion with Academic Advisor)

Academic Advisor …….……………………………… Date: ………………… Student: ………………………………………………… Date: ………………


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9. Documentation

9.1 Practice Placement Support

Physiotherapy and Occupational Therapy Please refer to section 4.2 Placement descriptors. The University staff will endeavour to promote good communication with practice placement education settings throughout the year, and will notify settings of specific initiatives. When a student is on placement, a named university tutor will be available by phone or email for contact by the student or PPE. The tutor should, in the first instance, be the contact for the PPE. Prior to the placement commencing, the student will have a placement briefing at BU by the practice education tutor. They will be advised to inform their named university tutor immediately if problems arise while on placement. Students will complete a negotiated learning agreement with the PPE for each placement (see 6.2 for BU2 and 7.2 for BU3), which will identify any specific learning needs/problems the student has. Prior to each placement, the tutor will email the PPE to introduce themselves and inform the PPE of contact details (phone number, email and working hours). The PPE will be asked to inform the student’s tutor if there are any problems with the student during the placement. Students are requested to discuss support arrangements with the PPE and tutor at an early stage during the placement, including the half-way phone call. Potential problems may be:-

1. The student is unwell / off sick for a significant period of the placement or for a number of individual days.

2. The student has mitigating circumstances (for example a parent unwell or death/illness of relative/family member or close friend).

3. The student has asked for time off from placement. 4. The PPE has concerns regarding unsafe practice or violation of professional

standards and the student is failing core standard 3 (health, safety and security). 5. The PPE has given a first or second verbal /written warning to the student –see

disciplinary procedure 6.3.10 / 8.3.10 6. The student is not taking on feedback and not reflecting appropriately as would be

expected for that level/stage in the course (core standard 2 personal and people development).

7. The student is failing in one or more of the core standards (see 2.4.4 assessment regulations).

8. The PPE requires assistance / advice on completing the practice assessment document. This may be because the PPE is new to supervising BU students and doesn’t have peer support within the clinical team to assist with completing the practice assessment document.

9. There are issues with supervision from the PPE, e.g. shared supervision, sickness/annual leave of PPE.

Once a PPE/student has contacted the named university tutor, a phone call will be made to discuss the problem with the student and /or PPE. Many issues will be dealt with by phone/email and subsequent contact may be planned as part of the process of supporting the student/PPE throughout the placement. The tutor will record the phone conversations with the PPE and student and these will be stored in the student’s personal file at BU.


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If the problem persists, it may be appropriate for the tutor to arrange a time to visit the student and the PPE so that a face to face discussion can take place. The tutor would comment on the areas of concern alongside the formative feedback from the PPE. Sections 6.4 for BU2 and 7.4 for BU3 is completed by the tutor on the visit if the student is falling behind achieving the set ILOs and an action plan documented. The PPE, student and tutor would all sign the action plan. A review date is set for the action plan. Following a review of the action plan an extension may be provided if a clear rationale is given. If the student continues to fail the disciplinary procedure (see 6.5 / 7.5) is used.


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9.2 Health and safety on work placements

Students on industrial placements come within the scope of the Health and Safety (Training for Employment) Regulations 1990. In effect, you are deemed to be an employee of the organisation providing the placement opportunity (‘Placement Provider’) – this is regardless of the duration or location of the placement and whether or not you are paid. This leaflet contains factual advice on the various responsibilities that exist during work placement. It is intended to supplement rather than replace the information which should be provided by your Placement Provider during your induction into the workplace and thereafter. So what are your health and safety responsibilities? As a student on a placement you have the same legal duties as any other employee. They include: Taking reasonable care for your own health and safety and that of others who may be affected by what you do, or fail to do. This will include the disclosure of relevant personal information to your Placement Provider, e.g. disabilities. Co-operating with your Placement Provider on health and safety, and reporting promptly any situation you believe to be unsafe. Correctly using work items provided to you, including personal protective equipment, in accordance with training instructions. What duties does the University have during placement? The University does recognise that it has a duty of care towards you in relation to your placement to the limited extent we can contribute to preventing foreseeable injuries. The university will give the Placement Provider any information that it holds which it has reason to believe may be needed in order to ensure your health and safety. The exception to this is where you disclose information to us that you wish to remain confidential – in this instance you are advised to notify your Placement Administrator and discuss the relevance of this to your placement. A letter will be sent to your Placement Provider which explains the University’s interest in ensuring your safety on placement. The University will also give you an opportunity to feed back to us any problems you may have experienced with health and safety while on external placements. The University will then respond to any negative feedback received in this way by passing this information back to the Placement Provider in order to respond/rectify matters. If you are concerned about any aspect of occupational health or safety, you must first discuss the matter with your contact at the Placement Provider. However, if you concerns persist then please refer to your School, who will obtain the necessary advice. What does your Placement Provider need to do to ensure your health and safety? Your Placement Provider has the primary duty under law to ensure, as far as is reasonably practicable, your health, safety and welfare at work. In general, this means making your workplace safe and without risks to health. This will include: ensuring their premises and machines are safe and that safe systems of work are set; ensuring all materials and substances are moved, stored and used safely; providing you with adequate welfare facilities; giving you the information, instruction, training and supervision necessary for your health safety, and consulting with their workforce on health and safety matters.


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The provision of induction in workplace health and safety arrangements remains your Placement Provider’s responsibility as this will include matters that only they will be aware of (such as listed below). In order to safeguard your health and safety, your Placement Provider must: Assess the risks to your health and safety (and record the significant findings if there are 5 or more employees) and then make arrangements for implementing the health and safety measures identified as being necessary by the assessment. Draw up a health and safety policy and bring it to your attention (if there are 5 or more employees). Appoint someone competent to assist with health and safety responsibilities. Co-operate on health and safety with other employers sharing the same workplace. Set up emergency procedures (e.g. action in case of fire). Provide adequate first aid facilities and report certain injuries and dangerous occurrences to the health and safety enforcing authority. Ensure that work equipment is suitable, so far as health and safety is concerned, and that it is properly maintained and used. Ensure that the workplace has adequate facilities for ventilation, temperature, lighting, and sanitary, washing and rest facilities. Prevent or adequately control exposure to substances which may damage your health and provide health surveillance as appropriate. Take precautions against danger from flammable or explosive hazards, electrical equipment, noise and radiation. Avoid hazardous manual handling operations, and where they cannot be avoided, reduce the risk of injury. Provide free any protective clothing or equipment, where risks are not adequately controlled by other means. Ensure that appropriate safety signs are provided and maintained.


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9.3 Student crisis procedure In the event of a major crisis happening to a student while on placement, the following guidelines should be adhered to. Student If the student is able, they will:

Contact their PPE Contact their Academic Advisor Contact the University SHSC Administrator (01202 967254 or 967319) If appropriate contact their general practitioner or an ambulance

Practice Placement Educator If there is anything in the student’s behaviour, attitude or state of health that causes concern the PPE will:

Arrange appropriate medical attention During working hours, contact a University Tutor or Programme Leader to liaise

regarding the student’s needs and who is in the best position to take ongoing action Out of working hours, take responsibility and act in the most appropriate way. The

next of kin may need to be contacted University Staff University staff will endeavour to visit the student on the day the crisis is reported. If contacted by a PPE, University staff will:

Liaise regarding the student’s needs and who is in the best position to take ongoing action

Make arrangements to visit If contacted by the student while on placement the University staff will:

Inform the PPE Take action on the student’s behalf if necessary Make arrangements to visit


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9.4 PPE CPD PPEs will be expected to complete the 2 day training course that is regularly offered at the University. PPEs that have supervised students previously will be expected to attend a half-day workshop. This will enable them to become familiar with the BU course and documentation. Places for these courses are booked via the Education Co-coordinators in the Trusts.

A five day ‘Learning and Assessing in Practice’ unit is also offered at BU. By completing this course plus the associated course work the PPE may gain 20 M Level credits. See BU website.

9.5 Audit Before the commencement of student placement following the 2005 approval of the OT programme, all placements were audited using a Placement Learning Environment Audit Tool (PLEAT). The results of these audits showed that all placements met the criteria for sound student learning. In 2007 the University and the SHA agreed to develop a multi professional audit tool that could be used to ensure that all placements used by students on all professional programmes were satisfactory. This tool was piloted both for NHS and non-NHS placements. It was essentially found to apply to all and although some of the wording did not, this was not seen as overly problematic. The tool was implemented for 2008.

The process is as follows: o The audits are carried out by the NHS Trust or non-NHS institution by a named

Placement Lead supported by a member of the academic team o The audits are carried out annually or at least every 2 years o The results are monitored by the University and the action plan considered o The action plan informs forward placement planning

When placing students each professional programme team ensures that the audit has been completed and is satisfactory. This will apply to both NHS and Non-NHS placements.

The OT team consult with PPEs and the named placement co-ordinator as well as the NHS Trust’s organisational lead for education to discus any issues related to placement learning. In this way the OT team are confident that all placements used are safe and effective learning environments.

Known placements are used where HPC registered OTs will be supervising the student directly or shared with others. All new placements may occasionally be visited to support a new PPE in completing the documentation. The Academic Advisor is the students’ link in monitoring when the student is out on placement.

Emerging placement outside NHS and Social Care services will be visited during recruitment. Academic Advisors will have the responsibility of working with the administrative staff and placement Academic Advisor to ensure that students have a range of placements and that student and PPEs are supported by phone call or visit when requested.


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9.6 Placement learning

Students are expected to meet the Health Professions Council’s standards for skills required to practice Occupational Therapy. These include the identification and assessment of health and social care needs, formulation and delivery of plans, strategies to meet these needs and critical evaluation of the impact of the intervention for the individual.

Throughout the programme, placements are interwoven with learning and teaching units allowing students to immediately apply theory to practice and consolidate skills.

Learning in practice is an integral part of occupational therapy education, and makes an equal contribution to programme outcomes. A diverse range of practice placements will reflect the present and future practice environments and the changing nature of services by offering a wide range of experiences e.g. in traditional hospital settings, Community Hospitals, Hospices, Specialist Centers, Social Care and in new areas where assessment of occupational performance is a requirement. Placement teaching will enable students to contextualise their learning and apply theory to practice.

A minimum of 1000 hours are required for practice placement education, both for registration with the Health Professions Council, and for the College of Occupational Therapists and the World Federation of Occupational Therapists.

There are five different practice placements in the course, plus an orientation placement early in the first year. The aims of these practice placements are detailed in each of the level handbooks. Each placement (apart from the orientation placement) is summatively and formatively assessed by practice placement educators, who are skilled occupational therapists. Emerging areas for placement opportunities are explored and encouraged where satisfactory supervision can be arranged.

Level C provides a week of practice orientation in the first term, which is formatively assessed only. At the end of the year the students will undertake a six-week summatively assessed placement which also contributes to the 40 credit Portfolio 1 – Foundation Knowledge and Practice Unit.

Level I has two Occupational Therapy summatively assessed placements which each contribute to Portfolio 2: Advancing Knowledge and Practice (40 Credits). These placements provide increasing autonomy in case management and reflect theoretical learning. Both placements are of 6 weeks and comply with the educational requirements of the College of Occupational Therapists.

Level H commences with an eight week elective placement, which students will be expected to organise with guidance from their Academic Advisor. This allows students to explore areas of practice of particular interest to them, develop further specialist skills or to experience services in a particular locale. It also provides the opportunity for students to take part in overseas placements, subject to the requirements of the university in regard to supervision and quality of practice, with the possibility to seek Erasmus funding. A final placement of six weeks takes place in the spring term during which students will be expected to work more autonomously in a range of situations. More caseload responsibility is envisaged, with the expectation that the student demonstrates sound judgment, organisation and initiative in preparation for their first employment. The assessment of these placements will contribute totally to the interprofessional Knowledge and Practice for Professional Registration: Portfolio 3 unit.

If a student fails to meet the required standards on any practice placement will normally need to repeat a practice placement, in its entirety, in a similar field of occupational therapy practice.


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9.7 Course Structure

LEVEL C

PROGRAMME TERM 1 TERM 2 TERM 3

BOTH Foundation Knowledge and Practice: Portfolio 1

OT Foundations of

Therapy

Observation of Practice

Com

mun

icatio

n a

nd

Gro

up W

ork

ing

OT Assessment

Enabling Change

through OT Interventions

Practice Placement

PHYSIO

Neuro-muscular-skeletal

Assessment

Neuro-muscular-skeletal

Treatment

Practice Placement

LEVEL I: 2010-11

PROGRAMME TERM 1 TERM 2 TERM 3/

BOTH Advancing Knowledge and Practice: Portfolio 2

OT Clinical Reasoning for Therapy

Practice

Practice

Placement

Evaluating Therapeutic

Strategies and Interventions

Exploring Evidence to

Guide Practice

Practice Placement

OT Client Centred

Approaches

PHYSIO Cardiovascular

Respiratory Physiotherapy

Practice Placement

Rehabilitation and Neurology

Practice Placement

LEVEL H: 2011-12

PROGRAMME TERM 1 TERM 2 TERM 3

BOTH Knowledge and Practice for Professional Registration: Portfolio 3

OT Practice Placement

Teamworking in Projects

Practice Placement Emerging and Developing

Settings in OT

PHYSIO Practice Placement Integrating Practice for

Client Centred Management

Practice Placement

BOTH Integrating Knowledge, Research and Practice

Details of the units for level I can be found in the following section.


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9.8 Details of Units in Level I

9.8.1 Clinical Reasoning for Therapy Practice Level: I Credit value: 20 (ECTS equivalent credit value 10)

PRE-REQUISITES AND CO-REQUISITES

None AIMS

To enable students to explore models of clinical reasoning, and the relevance of the clinical reasoning process in relation to evidence based therapy practice (Physiotherapy/Occupational Therapy). INTENDED LEARNING OUTCOMES

Having completed this unit the student is expected to:

1. Analyse the process of clinical reasoning in relation to the specific practice of physiotherapy or occupational therapy, exploring authentic clinical case studies from occupational therapy and physiotherapy practice.

2. Learn about the challenges inherent in clinical reasoning through a process of two-way critical analysis (critiquing others and receiving feedback).

3. Differentiate the relative values of different forms of evidence used to support clinical reasoning in occupational therapy or physiotherapy practice.

4. Conduct a critical review of the evidence in relation to an appropriate area of physiotherapy or occupational therapy practice

5. Analyse the impact of the research governance framework and research ethics on the application of evidence based practice to the appropriate physiotherapy or occupational therapy programme

LEARNING AND TEACHING METHODS

Occupational therapy and physiotherapy students will mostly share learning and teaching with some occupational therapy or physiotherapy specific sessions. Except when it is considered more educationally productive, group discussions will be undertaken uni-professionally. Students will be expected to interpret all learning to their own professional orientation.

Learning and teaching will use a blended approach based around authentic case studies and given evidence from a breadth of therapy practice. Students will be introduced to the different models of clinical reasoning, and explore their own reasoning processes. Students will also be encouraged to discuss, analyse and evaluate the relevant evidence through fixed resource sessions, core skills sessions, seminars, discussion groups, a journal club and on-line activities. Core skills sessions will facilitate students to apply clinical reasoning and evidence to practical scenarios in physiotherapy and occupational therapy. Sessions will be led by tutors to cover the concepts of clinical reasoning, and integrate these with evidence based practice. Sessions will also include an introduction to research ethics and the research governance framework as a key mechanism to generate evidence for practice.

Students will be encouraged to continuously appraise, evaluate, and apply the relevant literature to their discussions and activities throughout the unit. Sessions will be designed to encourage learning from peers and reflective practice using activities such as on-line discussion and peer review. An on-line learning environment will be used to communicate information and to give instant access to teaching and learning materials. Students will also be encouraged to reflect upon their own practice in


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practice placement experiences to date, and develop a system to promote their own clinical reasoning in the future, linked with the practice portfolio. ASSESSMENT Summative Assessment ILOs 1-5 will be assessed by coursework – 100% Indicative Assessment Information Students will be required to work in uni-professional groups, and follow the clinical reasoning process to investigate the evidence to support a particular area of practice (produce a Critically Appraised Topic (CAT) report). Specifically, they will:

Develop a question related to an area of clinical practice;

Investigate and report the evidence about the particular area of practice;

Evaluate the quality of the evidence found;

Make recommendations for research in the future, to provide further evidence for the area of practice,

Identify key clinical reasoning issues using a model of clinical reasoning, and integrate the evidence found with the clinical reasoning model, and,.

Individually, reflect upon their experiences of clinical reasoning, their future professional strategies, and the outcome of their work.

INDICATIVE CONTENT Knowledge and Understanding

Physiotherapy and Occupational Therapy

Models of clinical reasoning

The use of reasoning strategies in therapy practice.

An introduction to research ethics and research governance

Understand a range of clinical terms and language used in evidence supporting practice, such as

in the areas of neurology, cardio respiratory, mental health, orthopaedics, rheumatology, learning

disability and other areas of physiotherapy and occupational therapy practice.

The research process and differences in research methodologies

Differentiation between clinical research, evidence based practice and clinical reasoning.

Methods of finding sources of evidence and conducting a literature review

Skills to evaluate the quality of a range of clinical evidence, and understand the hierarchy of

evidence and its applicability to service provision.

Learn how to create questions to guide investigation of the evidence for specific areas of practice. The processes involved in evaluating practice using measures including audits, outcome measures and client service satisfaction questionnaires. Sound methodologies in gathering evidence and understanding what constitutes ‘best’ evidence

Reflection about health, disability and the process of clinical decision making

Reflect on the Level C placement and highlight areas for review of own practice in order to further

develop clinical reasoning skills.

Occupational Therapy Specific:

Models of clinical reasoning used specifically within occupational therapy practice, including

Mattingly and Fleming's (1994) work and that of Voyt Schell and Schell.

Exploration of the range of evidence specifically applicable range of occupational therapy practice

settings

Use of standardised and non-standardised assessments in terms of the reasoning process and

generation of evidence to inform occupational therapy practice

Exploration of reasoning in role emerging areas of practice The importance of understanding the terms reliability and validity as they apply to occupational therapy assessment

Therapy skills

Occupational Therapy specific


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Skills in implementing models of reasoning to case studies to analyse and enable occupational

performance and occupational engagement

Skill in observing and collecting information to guide occupational therapy practice

Critical evaluation of research information

Skill in using reasoning in community and role emerging settings to promote occupational

engagement

Professional issues

Client rights to quality intervention and definitions of what constitutes quality intervention / therapy. The importance of research in professional practice The need for research and clinical reasoning in ethical practice Develop awareness of clinical areas with limited evidence and under-researched areas of intervention. Accepting the profession’s ethical responsibilities towards clients and society and of being accountable to service users and employers Reflecting on and monitoring one’s own performance and recognising the value of continuing professional development and reflecting on own reasoning process. Recognising the need for quality service delivery, the importance of objectivity in the workplace and the value of practicing in an evidenced-based manner The use of evaluative practice methods including Critically Appraised Topics (CATs) INDICATIVE KEY LEARNING RESOURCES

Alsop, A. (1997). Evidence-based practice and continuing professional development. British Journal of Occupational Therapy, 60 (11), 503-508.

Atwal, A. (2002). Getting the evidence into practice: the challenges and successes of action research. British Journal of Occupational Therapy, 65, 1-7.

Ballinger, C., & Wiles, R. (2001). A critical look at evidenced-based practice. British Journal of Occupational Therapy, 64, 253-255.

Boyt Schell, B & Schell, J. (2008) Clinical and Professional Reasoning in Occupational Therapy Lippincott Williams & Wilkins

Brett Davies, 2007. Doing a successful research project using quantitative and qualitative methods. Plagrave McMillan

Hicks, C., 2004. Research methods for clinical therapists: applied project design and analysis. Churchill Livingstone

Higgs, J.,Jones, M., A., Loftus, S.,Christensen, N. (eds), 2008. Clinical reasoning in the health professions. 3

rd edition. London:Elsevier.

Herbert R, Jamtvedt G, Mead J, Birger Hagan K, 2005. Practical evidence based Physiotherapy. London:Elsevier

Holm, M. B. (2000). The 2000 Eleanor Clarke Slagle lecture. Our mandate for the new millennium: evidenced-based practice. The American Journal of Occupational Therapy, 54, 575-585.

Kielhofner G (2006) Research in Occupational Therapy: Methods of Inquiry for Enhancing Practice FA Davis

Mattingly, C. (1991) What is Clinical reasoning? American Journal of Occupational Therapy 45 (11 979 -

986)

Mattingly, C. & Fleming, M. (1994) Clinical Reasoning Forms of Inquiry in a Therapeutic Practice FA Davis Company

Sackett, D. L, Rosenberg, W. M. C, Gray, J. A., Haynes, R. B., & Richardson, W. S. (1996). Evidence-based medicine: what it is and what it isn’t. British Medical Journal, 312, 1-2.

Taylor, M. C. (2000). Evidence-based practice for occupational therapists. Oxford: Blackwell Science

Critical Appraisal of Research in Practice (CARP) HSC online resource.


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Web Sites

Health Professions Council. 2004. Standards of Proficiency: physiotherapy.


Health Professions Council. 2003. Standards of conduct, performance and ethics.

http://www.csp.org.uk

http://www.cot,org.uk

http://www.hpc-uk.org/publications/standards_of_conduct_performance_and_ethics.htm

http://www.csp.org.uk

http://www.rdinfor.org.uk/flowchart.ConsentForm.htm

http://www.rdinfo.org.uk/flowchart/informationsheet.htm

http://www.bournemouth.ac.uk/library/using_the library

National Research Ethics Service http://www.nres.npsa.nhs.uk

Research Governance Framework for Health and Social Care http://tinyurl.com/ypv7vl

INVOLVE (involving service users/carers in research) www.invo.org.uk

Journals

Physiotherapy Australian Journal of Physiotherapy Physical Therapy Canadian Journal of Rehabilitation Stroke Neurology Disability and Rehabilitation Journal of Palliative Care Clinical Rehabilitation American Journal of Occupational Therapy OT & PT for Children Australian OT Journal Journal of Occupational Science


http://www.csp.org.uk/

http://www.cot,org.uk/

http://www.hpc-uk.org/publications/standards_of_conduct_performance_and_ethics.htm

http://www.csp.org.uk/

http://www.rdinfor.org.uk/flowchart.ConsentForm.htm

http://www.rdinfo.org.uk/flowchart/informationsheet.htm

http://www.bournemouth.ac.uk/library/using_the

http://www.nres.npsa.nhs.uk/

http://tinyurl.com/ypv7vl

http://www.invo.org.uk/


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9.8.2 Evaluating Therapeutic Strategies and Interventions Level I Credit value 20 (ECTS equivalent credit value 10)

PRE-REQUISITES AND CO-REQUISITES None AIMS: To enable students to evaluate the outcomes of occupational therapy at all levels of service INTENDED LEARNING OUTCOMES: Having completed this unit the student is expected to:

1. Analyse the principles of evaluation applied to the Occupational Therapy process. 2. Select and justify methods of evaluation. 3. Evaluate occupational therapy at client, therapist, and service levels. 4. Support clinical reasoning and practice by the use of research evidence.

LEARNING AND TEACHING METHODS

A blended learning and teaching approach will enable students to explore the importance of evaluating occupational therapy interventions. In relation to specific examples, students will identify methods of evaluation at the client, therapist and service levels. Problem based learning (PBL will be used to investigate reasoning for choice of evaluation methods. Students will present findings from issues raised in the problem based learning scenarios to peers and tutors. Generated discussions will be used to give formative feedback and inform all students of learning. The student will have the opportunity to access lectures, self managed learning material and fixed resource sessions to supplement their personal learning interests: e.g. discussions and presentations with expert lectures or clinicians, clinical skills and practical learning. Online learning will be used to disseminate information and give instant access to relevant course and unit documentation. It will also be used to supplement problem based learning. Student attendance will be monitored and quality of feedback to peers formatively assessed. Evidence necessitating non-attendance will be required. Students may be offered the opportunity to submit material for formative assessment as a means of compensation for missed sessions. ASSESSMENT Summative Assessment

Intended learning outcomes 1-4 will be assessed by coursework – 100% Indicative Assessment

Assessment will be via an essay selecting a therapeutic strategy and explaining how it could be

evaluated at client, therapist and service level. 5,000 words INDICATIVE CONTENT

Clinical tools of evaluation, outcome measures applied to reflective practice.

Evaluating the client and therapist experience

Therapeutic use of self

Evaluation at impairment, activity and participation levels (WHO ICF 2001)

Clinical reasoning, audit, research skills

Developing reflective practice

Service evaluation

Further development of legal & ethical issues


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KEY LEARNING RESOURCES Occupational Therapy

Boyt Schell B A and Schell J W., 2007. Clinical reasoning for occupational therapy . Linpincott, Williams & Wilkins.

Bolton G, 2005 .Reflective practice : writing and professional development, London Sage

Edmans, J., 2000. Occupational therapy and stroke. London, Whurr.

Law, M., 2000. Measuring occupational performance: supporting best practice in occupational therapy. Thorofare, Slack.

Law, M., Baun, C.M. And Baptiste, S., 2002. Occupation-based practice: fostering performance and participation. Thorofare, Slack.

Lyttle, J., 1986. Mental disorder its care and treatment. London: Baillière Tindall

Neistadt, M.E., 2000. Occupational therapy evaluation for adults. Philadelphia, Lippincott

Mattingly, C, Clinical Reasoning: forms inquiry in a therapeutic practice 1994 Philidelphia Lippincott

Pedretti, L.W., 1996. Occupational therapy: practice skills for physical dysfunction. St Louis, Mosby.

Silcox, L., 2003. Occupational therapy and multiple sclerosis. London, Whurr.

Taylor, M.C., (1999.) Evidence-based practice for occupational therapy. Oxford, Blackwell Scienc

Turner, A., 2001. Occupational therapy and physical dysfunction. Principle skills and Practice.Edinburgh, Churchill Livingstone.

Web http://www.alcoholconcern.org.uk/

http://www.emcdda.eu.int/ European monitoring centre for Drugs and drug addiction.

http://www.ncadd.org/ national council on alcoholism and drug dependence

Disability and Rehabilitation- http://www.tandf.co.uk/journals/publish.html#proposal

Clinical Neuropsychologist- http://www.szp.swets.nl/szp/journals/tc.htm

Movement Disorders- http://www.interscience.wiley.com/jpages/0885-3185/

Muscle and Nerve- http://www.wileyeurope.com/cda/product/0,,MUS%257Cdesc%257C2803,00.html

Neurology- http://www.neurology.org/

http://www.alcoholconcern.org.uk/

http://www.emcdda.eu.int/

http://www.ncadd.org/

http://www.tandf.co.uk/journals/publish.html#proposal

http://www.szp.swets.nl/szp/journals/tc.htm

http://www.interscience.wiley.com/jpages/0885-3185/

http://www.wileyeurope.com/cda/product/0,,MUS%257Cdesc%257C2803,00.html

http://www.neurology.org/


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9.8.3 OT Client Centred Approaches Level I Credit value 20 (ECTS equivalent credit value 10)

PRE-REQUISITES AND CO-REQUISITES None AIMS:

To offer students the opportunity to consider issues of therapeutic alignment, equality, diversity, gender, cultural competence, human insights and occupational justice in the context of client centred practice with particular reference to vulnerable client groups. INTENDED LEARNING OUTCOMES: Having completed this unit the student is expected to:

1. Demonstrate knowledge of government policy in regard to the protection of vulnerable groups in health and social care practice.

2. Identify vulnerable client groups and their needs in regard to inclusion and safety in occupational therapy practice.

3. Identify and apply the principle of client centred practice within occupational therapy. 4. Explore and analyse present and potential future means by which clients are involved

throughout the occupational therapy process. 5. Critically reflect on the impact of the diversity and unique values of the individual client and

significant others applying principles of client centred practice. 6. Identify and explore how models of occupational therapy practice can be used in a culturally

safe way taking account of individual and cultural diversity.

LEARNING AND TEACHING METHODS A blended learning and teaching approach will include experiential activities which will allow students to subjectively explore the experience of vulnerability. Problem based (PBL) and enquiry based (EBL) learning sessions can be used to facilitate occupational therapy students to generate tasks in order to investigate holistic, client centred and occupationally focused interventions on chosen aspects of the unit material. Students will present findings from issues raised in the problem based learning scenarios to peers and tutors. Generated discussions will be used to give formative feedback and inform all students of learning. The student will have the opportunity to access lectures; self managed learning material and fixed resource sessions to supplement their personal learning interests: e.g. discussions and presentations with expert lectures or clinicians, clinical skills and practical learning.

Online learning will be used to disseminate information and give instant access to relevant course and unit documentation. It will also be used to supplement problem based learning.

Student attendance will be monitored and quality of feedback to peers formatively assessed.

ASSESSMENT Summative Assessment

Intended learning outcomes 1-6 will be assessed by coursework 100%

Indicative Assessment

Assessment will use the basis of an anonymised case study from practice to include a reflective

analysis - 5,000 words.

(Students will revisit the information regarding issues of confidentiality stated in the Programme

Handbook p. 23).


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INDICATIVE CONTENT

Identification of issues of vulnerability in client groups in both community and care settings.

Study of policy in regard to vulnerable groups, government acts, disability rights, benefits and concordance.

Revisit professional codes or ethics and conduct.

Client led versus client centred practice.

Client-centred practice & related approaches, including similarities and differences in philosophical understanding of client role and practical day to day application. e.g.

o Person centred planning. o Patient- centred care. o Family-centred practice.

Application of client centred practice across diverse client groups o Key elements and essential practice principles. o Challenges and benefits. o Application through stages of the occupational therapy process. o Application in different settings.

Addressing differentiation, client autonomy, cultural, spiritual and sexual development.

Discussion and comparison of occupational therapy models of practice in relation to client centred approaches and cultural safety.

Self awareness and self protection of the therapist.

Applying clinical, narrative and ethical reasoning.

Basis of risk assessment with vulnerable groups and individuals.

Exploration of occupational issues; deprivation, justice and discrimination.

KEY LEARNING RESOURCES

Fearing, V.G., Clark, J., 2000. Individuals in context: a practical guide to client centred practice.

Thorofare, Slack

Department of Health 2000. No secrets. London :HMSO

Kronenberg, F., Simo Algardo S., Pollard N., 2005 Occupational therapy without borders. Edinburgh: Churchill Livingstone

Parker, D. 2006. The client centred frame of reference. In E.A.S. Duncan (Ed). Foundations for Practice in occupational therapy. 4

th ed. Edinburgh: Elsevier Churchill Livingston.

Sumsion, T., 2006. Client centred practice in occupational therapy; a guide to implementation. Edinburgh, Churchill Livingston.

Thompson N. 2003 Promoting equality: challenging discrimination and oppression. Basingstoke. Palgrave Macmillan

Other reading: Dalrymple, J., and Burke, B. 2006. Anti-oppressive practice: social care and the law 2

nd Ed.,

Maidenhead: Open University Press.

Department of Health 2004 Protection of vulnerable adults’ scheme in England and Wales for care homes and domiciliary care agencies. DOH: London.

Penhale, B. and Parker, J. 2008. Working with vulnerable adults. Abingdon: Routledge.

Pritchard, J. (Ed.) 2001. Good practice with vulnerable adults. London: Jessica Kingsley.

Sellars C., 2006. Risk Assessment in people with learning disabilities. BPS Blackwell.

Thompson N. 2007 Power and empowerment. Lyme Regis: Russell House.

Trombly, C.A., Radomski, M.V.,2001. Occupational therapy for physical dysfunction. Baltimore, Williams & Wilkins

Velde, B., and Fidler, G., 2002. Lifestyle performance: a model for engagement in human existence. Thorofare, Slack.

Zemke R & Clark F 1996. Occupational science; the evolving disclipine. Philadelphia. FADavies


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9.8.4 Exploring evidence to guide practice Level I Credit value 20 (ECTS equivalent credit value 10 )

PRE AND CO-REQUISITES None AIMS: This unit aims to raise students’ awareness of a range of evidence, (including narratives and material from the arts and humanities), and to consider how practice may be shaped from research evidence including citizen and service user perspectives. Students will be facilitated to reflect upon how professional and disciplinary practices can be enhanced in ways that emphasise human sensitivity and individual worth in accordance with value bases for professional practice across disciplinary boundaries. All students will be able to consider the nature of evidence based practice and the range of research approaches and methods that contribute to evidence. INTENDED LEARNING OUTCOMES: Having completed this unit the student is expected to:

1. Compare and contrast a range of evidence

2. Reflect upon philosophical and theoretical perspectives that can underpin practice and that are informed by human experience

3. Demonstrate an understanding of how different forms of evidence can guide practice

4. Demonstrate an understanding of the major strengths and weaknesses of a range of research approaches and evaluate their applicability to practice questions

5. Demonstrate the ability to access research findings and consider their potential contribution to practice.

LEARNING AND TEACHING METHODS: In this unit students will encounter a range of learning and teaching methods may include: Key note lectures: philosophical underpinnings and illustration of application of concepts to practice and the utilisation of evidence (by those academics generating it). This will provide opportunities for shared and interprofessional learning from a range of professions and subject disciplines in health and social work. Online lectures and discussion forum Guided learning using virtual learning resources (using MyBU interface) which may be explored in relation to students’ chosen professions as well as from interprofessional perspectives. Use of research based case studies of people’s experiences Opportunities to consider how different professions value and use varying forms of evidence: Students from any programme will be able to choose relevant case studies to consider transprofessional themes in care; the interprofessional service delivery context and their own professional role, value base and responsibility. DVDs, podcasts and short films which illustrate aspects of service user and carers experiences ASSESSMENT:


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Summative Assessment Intended learning outcomes 1,2 & 5 will be assessed through coursework (50%) and intended learning outcomes 3 & 4 will be assessed by examination (50%). Indicative Assessment Intended learning outcomes will be demonstrated through successful engagement with a guided learning resource with some embedded ‘exercises’ (linked to the nature of evidence, critical appraisal and the research process) which will be equivalent to 2,500 words and a final Multiple choice examination. INDICATIVE CONTENT: The role and purpose of research in professional practice The nature of evidence based practice The relationship between research mindedness and practice The nature of judgment based practice Evidence linked to research programmes of the school ‘Lifeworld led’ research. The use of arts and humanities as resources Key research studies using person centred approaches from a range of settings. Practice development methods and evidence Accessing, locating and understanding research reports and papers Evaluating methods of data collection and analysis Experiences of professional practice that are important to people such as dignity, comfort and compassion Professional capacities and resources such as 'ethical sensitivity' and 'empathy'. INDICATIVE KEY LEARNING RESOURCES: The majority of resources will be directly accessible via the VLE and the library e-journals). For the purposes of validation a wide range of indicative reading is shown to demonstrate the breadth of School’s research programmes.

Ashburn A, Stack E, Ballinger C, Fazakarley L and Fitton C (2008). The circumstances of falls among

people with Parkinson’s disease and the use of Falls Diaries to facilitate reporting. Disability and

rehabilitation 30 (16), 1205-1212.

Atkins, S., and Ersser, S.J. (2008) Clinical Decision Making and Patient-Centred Care. (in) Clinical Reasoning in the Health Professions. (eds) Higgs. & Jones. 3

rd edn. Butterworth-Heinemann. Oxford.

Biley, F.C., and Galvin, K.T. (2007) Lifeworld, the arts and mental health nursing. Journal of Psychiatric and Mental Health Nursing 14: 8, 800- 807

Carr, E. (2007) Barriers to effective pain management in perioperative care, Journal of Perioperative Care, 17 (5), 200-208.

Ersser, S.J. (2002) Experiencing care (in) Healthcare Ethics and Human Values (Eds. Fulford K.W.M., Dickenson D.L. & Murray T.H.) Oxford. Blackwell Faulkner, A. and Thomas, P.: 2002, ‘User-led research and evidence-based medicine’, British Journal of Psychiatry 180 (January), 1-3.

Galvin, K., Todres, T., Richardson, M. (2005) ‘The intimate mediator: A carer’s experience of Alzheimer’s’, Scandinavian Journal of Caring Sciences 19, 2-11.

Jones, K. (2006) "A Biographic Researcher in Pursuit of an Aesthetic: The use of arts-based (re)presentations in "performative" dissemination of life stories". Qualitative Sociology Review, April 2006. Available at:

http://www.qualitativesociologyreview.org/ENG/index_eng.php

Lundgren, I. and Dahlberg, K. (2002) ‘Midwives’ experience of the encounter with birthing women’, International Journal of Midwifery 18, 155-164.

Mc Sherry, R.& Warr, J. (2008) An Introduction to Excellence in Practice Development in Health and Social Care. Milton Keynes: Open University Press

http://www.qualitativesociologyreview.org/ENG/index_eng.php


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Parker, J. (2005) Constructing Dementia and Dementia Care: Daily practices in a day care unit. Journal of Social Work 5,3, 261-278.

Parker, J. (2007) Crisis Intervention. A practice model for people who have dementia and their carers, Practice 19, 2, 115-126.

Pitchforth, E, Watson, V, Tucker, J, Ryan, M, van Teijlingen, E, Farmer, J, Ireland, J, Thomson, E, Kiger, A , Bryers, H. (2008) Models of intrapartum care and women’s trade-offs in remote and rural Scotland: A mixed-methods study BJOG: An International Journal of Obstetrics & Gynaecology, 115 (5): 560-569.

Todres, L., Galvin, K.T. & Dahlberg, K. (2007). Lifeworld-led care: Revisiting a humanizing philosophy that integrates emerging trends. Medicine, Health Care and Philosophy, 10(1), 53-63.

Journals: Social Science and Medicine Scandinavian Journal of Caring Science International Journal of Qualitative Studies on Health and Well-being Qualitative Health Research Forum Qualitative Social Research Journal of Social Work Journal of Social Work Practice British Journal of Social Work Health Expectations Health and Social Care in the Community Philosophy, Medicine and Health Journal of Holistic Nursing Journal of Clinical Nursing Midwifery Practice, Social Work in Action Disability and Rehabilitation Clinical Rehabilitation Key web resources, for example: http://www.shapingourlives.org.uk/index.html www.healthtalkonline.org Narrative case studies of people’s experiences in a range of health and illness contexts, examples include DIPEx; ‘carers world’. www.resmind.swap.ac.uk A resource to support research mindedness social work practice, sponsored by SCIE.and hosted by SWAP, the Social Work and Social Policy learning & Teaching subject centre of the Higher Education Academy, www.swap.ac.uk Contains a broad range of resources for social work and social policy. www.rip.org.uk Research in Practice – aimed at evidence for practice with children and families. www.be-evidence-based.com Website of CEBSS, Centre for Evidence Based Social Services, in partnership with SCIE www.scie.org.uk Social Care Institute for Excellence Internet Detective – an interactive tutorial on evaluating the quality of internet resources. www.sosig.ac.uk/desire/internet-detective.html Internet Social Worker – a tutorial for practising internet information skills www.vts.rdn.ac.uk/tutorial/social-worker electronic resources available through IHCS4U www.stir.ac.uk/Departments/HumanScience/AppSocSci Social Work Research Centre www.kent.ac.uk/PSSRU Personal Social Services Research Unit # Free resources: downloadable from SCIE (Social Care Institute for Excellence) www.scie.org.uk and the Electronic Library for Social Care www.elsc.org.uk . http://kipworld.net FQS, the online open-access, qualitative journal, Special Issue on Performative Social Science, edited by Kip Jones. The issue is available at: http://www.qualitative-research.net/index.php/fqs/issue/current www.invo.org.uk INVOLVE (involving service users/carers in research)

http://www.shapingourlives.org.uk/index.html

http://www.healthtalkonline.org/

http://www.resmind.swap.ac.uk/

http://www.swap.ac.uk/

http://www.rip.org.uk/

http://www.be-evidence-based.com/

http://www.scie.org.uk/

http://www.sosig.ac.uk/desire/internet-detective.html

http://www.vts.rdn.ac.uk/tutorial/social-worker

http://www.stir.ac.uk/Departments/HumanScience/AppSocSci

http://www.kent.ac.uk/PSSRU

http://www.scie.org.uk/

http://www.elsc.org.uk/

http://kipworld.net/

http://www.qualitative-research.net/index.php/fqs/issue/current

http://www.invo.org.uk/


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Key Texts: Dahlberg, K., Drew, N. and Nystrom, M. 2001, ‘Reflective Lifeworld Research’, Lund, Sweden: Studentlitter.

Denscombe, M. 1998. The good research guide. Buckingham: Open University Press.

Hart, C. 2001. Doing a literature search Open University Press

Holloway, I. 1997. Basic concepts in qualitative research. Blackwell Science

Polgar, S. & Thomas S.A. 2000. Introduction to Research in the Health Sciences. Churchill Livingstone.

Polkinghorne, D. 2004, ‘Practice and the Human Sciences: The case for a judgement based practice of care’, Albany, NY: SUNY.

Punch, K. 2005, Introduction to Social Research: Quantitative and Qualitative Approaches. Sage.

Sheppard, M. 2004. Appraising and using research on the human services. London: Jessica Kingsley.

Examples of Indicative additional texts:

D’ Cruz, H. and Jones, M. 2004. Social work research: ethical and political contexts. London: Sage.

Gerrish, K. & Lacey, A. 2009 6th Edition. The Research Process in Nursing. Blackwell.

Hicks, C., 2004. Research methods for clinical therapists: applied project design and analysis. Churchill Livingstone

May, T. 2001. Social research; issues, methods and process. 3rd

ed.Open University Press

Payne, G. and Payne, J. 2004. Key concepts in social research. London: Sage.

Shaw, I., and Gould, N. 2001. Qualitative research in social work. London: Sage.

Pawson, R., Boaz, A., Grayson, L., Long, A., and Barnes, C. 2003. Types and quality of knowledge in social care. SCIE Knowledge Review 3. Bristol: The Policy Press.

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BSc (Hons) Occupational Therapy - Practice Assessorpracticeassessor.bournemouth.ac.uk/assets/1393339886130... · 2017-06-19 · BSc (Hons) Occupational therapy Programme Lead Dr Clare