Document Register: BHS042 · The Workplace learning for students enrolled on BSc (Hons) Healthcare Science (Life Sciences) is an essential and highly valuable component of these programmes

Document Register: BHS042.3

School of Biomedical Sciences

BSc (Hons) Healthcare Science (Blood Science)

BSc (Hons) Healthcare Science (Cellular Science)

BSc (Hons) Healthcare Science (Infection Science)

Workplace Learning Handbook

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Healthcare Science Workplace Learning Handbook 2

PLEASE NOTE: All the information in this Handbook is correct at the time of printing. Courses are regularly reviewed and updated so details may change. The University of Plymouth is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the University interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

If you require any part of this publication in larger print, or an alternative format, please contact:

School Office School of Biomedical Sciences B106 Portland Square University of Plymouth Drake Circus Plymouth PL4 8AA

Telephone: 01752 586791 Email: [email protected]

mailto:[email protected]


Contents

Page Useful Contacts and Numbers 4 1. Brief Description of Programmes 5 2. Distinctive Features 6 3. Programme Aims 6 4. The Workplace Learning Experience 7 4.1 Management of Workplace Learning – Roles and Responsibilities

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5. The Process of Work Placement Organisation 11 5.1 Pre-placement 11 5.2 During placements 11 5.3 End of placement 13 5.4 Post placement 13 6. Specific Placement Issues 13 6.1 Work Placement induction and orientation 13 6.2 Attendance 15 6.3 Health and safety risk assessment and accident reporting 15 6.4 Supporting students with disabilities 15 7. Accessing placement support 16 8. Student feedback 17 9. Arrangements for students who need to repeat a placement 17 10. Assessment of practice 17 11. Role development of Workplace Educators 18 12. Frequently asked questions 19 Support for Weak and Failing Students on Placement: Action Plan

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13. Healthcare Science Programmes Year One Placement Plan 23 14. Guidance for the submission of the practice portfolio 26 15. The Placement Learning Agreement 26 Learning Agreement Template 28 16. Assessment of Competency in the Workplace 29 17. Reflective Journal 31 18. Placement Evaluation Template workplace evaluation forms

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19. HCS placement timesheet template 35 20. Accessing the e-portfolio using the online assessment tool - PebblePad

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Appendix 1: Work-Based Assessment – Document Guide 43


Useful contacts and numbers

School Office

School of Biomedical Sciences Room B106 Portland Square University of Plymouth Drake Circus Plymouth PL4 8AA

Telephone: 01752 586791 Email: [email protected] Office Hours: 08.30-17.30 Mon-Thur 08.30-16.30 Fri

Healthcare Science Programme Lead

Dr Lynn McCallum School of Biomedical Sciences University of Plymouth Drake Circus Plymouth PL4 8AA


Workplace Learning Coordinator and Cell Pathology Lead

Dr Paul Laurance-Young School of Biomedical Sciences University of Plymouth Drake Circus Plymouth PL4 8AA


Student Services A one-stop-shop for advice and support on everything from funding and budgeting, mental health, disability and dyslexia support, international student and immigration advice, academic help, faith and spirituality to careers and employability. Student Hub Charles Seale-Hayne Library University of Plymouth University Drake Circus Plymouth PL4 8AA

Telephone: 01752 587676 Email: [email protected] Opening Hours: 08.30-17.00 Mon-Thur 09.30-16.30 Fri







1. Brief Description of Programmes

The School of Biomedical Sciences offers a suite of awards within the BSc (Hons) Healthcare Science programme.

Successful completion of the programme leads to the award of:

BSc (Hons) Healthcare Science (Blood Sciences) BSc (Hons) Healthcare Science (Cellular Sciences) BSc (Hons) Healthcare Science (Infection Sciences)

The programmes are taught primarily by staff in the school, but with valuable collaborative input from The Faculty of Health and clinicians and healthcare science professionals employed in the NHS South West region. The Department of Health’s Modernising Scientific Careers (MSC) designed these vocational awards as the principal training route for Biomedical Scientists within the NHS. Therefore, in addition to receiving a sound, research-informed scientific education there will be a significant component of experiential learning designed for the development of the personal and professional attributes, practical skills and competencies required for employment in these roles. On completion of these awards, graduates will have undertaken a significant period of workplace learning relevant to a specific division and discipline within healthcare science. Graduates from the programme will be able to readily integrate and apply these skills and competencies to the delivery of high quality healthcare. Our degree programmes in Healthcare Science have been designed to produce graduate healthcare professionals, best suited to evidence-based, patient-centred care for the 21st century. Figure 1.0 (below), summarises the founding philosophy and ethos of these degree programmes.

Figure 1.0: Philosophy and Ethos of Healthcare Science Degrees at The University of Plymouth


2. Distinctive Features

The key features of our programmes in healthcare science are:

• Multi-disciplinary programmes integrating traditional and clinically-focused subject areas in biomedicine.

• Flexibility for students to study specialist areas of healthcare science as well as maintaining academic breadth in these disciplines.

• A coherent, progressive curriculum underpinned by experiential and workplace learning, ensuring competence in core knowledge, personal and practical skills designed to enhance the students’ academic performance and professional development.

• Enthusiastic, accessible and committed academic staff that offer student support via personal tutoring throughout their programme of study.

• Teaching and Learning informed by nationally and internationally recognised research, scholarship and professional expertise in biomedicine and pedagogy.

• A learning environment enriched by the presence of a “critical mass” of healthcare education in the form of the The Faculty of Health, well-equipped laboratories and facilities, plus the legacy of the Centres of Excellence in Teaching and Learning.

• A route to eligibility for registration as a Biomedical Scientist with the Health & Care Professions Council (HCPC).

3. Programme Aims

The aims of our BSc (Hons) Healthcare Science degree programmes are as follows:

3.1 -To provide a scientifically-based and intellectually stimulating programme of study incorporating theoretical, quantitative and practical aspects of healthcare science.

3.2 -To enable students to acquire transferable, technical and professional skills appropriate to both personal and career development.

3.3 -To develop safe and ethical working practices for engagement with patients and service users and employment within multi-professional healthcare teams.

3.4 -To develop a scientific approach to the investigation and solving of problems associated with the laboratory diagnosis and investigation of human disease.

3.5 -To promote, develop and recognize through successful completion of the award, demonstrable professional competence and skill for employment as a Biomedical Scientist in the NHS.


4. The Workplace Learning Experience

The Workplace learning for students enrolled on BSc (Hons) Healthcare Science (Life Sciences) is an essential and highly valuable component of these programmes. The experiences in the workplace provide students with opportunities to apply their academic knowledge and to develop the professional and personal skills required of a Healthcare Science Practitioner / Biomedical Scientist. Work placements are also an important arena for demonstrating practical competence. Workplace learning in the Healthcare Science programmes extends to a total of 50 weeks, with ten weeks of clinical practice in year one, fifteen weeks in year two and twenty five weeks in year three. Students will be prepared for these periods of work placement using both formal module sessions and informal placement briefings.

Workplace learning experiences will be provided by a variety of NHS placement providers across the Southwest Peninsula. All placements will have been audited and deemed suitable for the education of students through ARC. All placements will have also agreed and signed the Placement Systems Compliance team Workplace agreement prior to students attending placements. All Life Sciences laboratories are IBMS and UKAS accredited.

Placement learning is supported by a number of mechanisms at a Faculty, School and Programme Level. At a Faculty level, the Placement Systems Compliance team provides a strategic lead for placement learning for all healthcare students at the University.

4.1 Management of Workplace Learning – Roles and Responsibilities

4.1.1 Programme Leader for BSc (Hons) Healthcare Science The Programme Leader is responsible for the day to day running of the Healthcare Science degrees, including the workplace learning elements. Part of the role of Programme Leader is to support and co-ordinate the activities of all members of staff for their programme. The programme leader delegates placement education to the Workplace Learning Coordinator and the Pathway Leaders on the programme

4.1.2 Workplace Learning Coordinator The Workplace Learning Coordinator is responsible for the coordination of the workplace learning component of the programme in collaboration with the pathway leaders and other staff.

Specifically, the Workplace Learning Coordinator’s role is to:

• Co-ordinate the workplace learning component of Healthcare Science degrees

in collaboration with administrative and other staff • Liaise when necessary with Trust Education Coordinators, Service Managers,

Placement Development Teams or their representatives • Produce and regularly review relevant workplace learning documentation • Liaise with other healthcare workplace learning coordinators in the University

as well as in the region and nationally, as appropriate


• Prepare students to optimise learning opportunities in the workplace; this will include briefing and debriefing of staff and students as appropriate

• Work with the Programme Leader • Coordinate, arrange and/ or conduct visits by (academic) staff to students on

placement as and when required • Organise workshops for staff on visiting tutor role • Organise initial development sessions for new workplace educators • Coordinate the monitoring of suitability of workplace educators and

placements • Liaise when appropriate with workplace educators and support them in their

role • Monitor student marks and reports from workplace educators and where

appropriate present these at subject panels • Report as appropriate and in relationship to placement activity to Programme

Committees and annual programme monitoring • Represent the Healthcare Science courses and the University at relevant

external events • Review workplace learning procedures and processes at regular intervals.

4.1.3 The Placement Development Team (PDT) In response to the National Standard Contract, and to fulfil the requirements of the National Partnership Agreement, Placement Development Teams commenced work on Nov 1st 2007. This is a significant development in the collaboration between higher education institutions (HEis) and placement providers in the provision of student and clinical educator/mentor support across all non-medical professions and is a collaborative venture between the University of Plymouth, University of Exeter, College of St Mark & St John and NHS Trusts throughout the South West.

Each Trust now has a Placement Development Team (PDT) that consists, in part, of a Practice Lead and Academic Lead, both 0.5 WTE.

The PDT role includes:

• Providing opportunities for students to discuss any aspects of their

placement, positive as well as negative aspects of the learning experience. The issues discussed may relate to travel and accommodation, clinical practice or may be of a pastoral nature. The aim is to optimise individual students’ use of the clinical learning environment by helping them to identify their learning needs and ways of meeting their learning outcomes.

• Providing the workplace educator with any educational support that is required during the placement.

• Enabling the workplace educator to discuss student progress and to give generic assessment guidance where appropriate.

• Forming an appropriate link between the work placement unit and the university base.

• Providing feedback to the Workplace Learning Co-ordinator and the wider programme team regarding the quality of individual placements.


4.1.3.1 Healthcare Science Placement Team A member of the programme team, normally a Pathway Leader, will provide a link for each placement location in collaboration with the PDT. Their role is to provide programme/discipline specific support for the students and the workplace educator in addition to the Placement Development Team. Programme/discipline specific visits may take a number of formats, and will be adaptable to the needs of the placement and individual educators and students. Examples of activities that may be undertaken to support placements include facilitating aspects of practice including reflection, working alongside educators and students in practice, discussing assessment and marking criteria and providing formative feedback.

4.1.4 The Role of the Workplace Educator on Placement Prior to the start of the placement the workplace educator should:

• Ensure that they have reviewed the placement learning outcomes. • Be aware of the student(s) expected level of knowledge and skills. • Ensure colleagues are informed briefed for receiving a student • Be aware of the course assessment requirements and regulations for

clinical placements. • Have attended a University programme briefing and training update.

On the first day of the placement the workplace educator should:

• Ensure that the student(s) receive appropriate induction and are made

aware of all departmental policies and procedures including: accident and emergency procedures, manual handling, health and safety policies. Each student should have a named person to contact in the event of their workplace educator’s absence.

• Ensure that the student has access to computing and library facilities.

During the first week of the placement the workplace educator should:

• Discuss the student’s previous experience. • Identify the student’s learning needs. • Negotiate personal and local learning outcomes, which attempt to meet the

individual needs of the student(s) (taking into account any local constraints). • Complete the placement learning agreement with the student • Identify available learning resources. • Facilitate the student’s integration into the department.

During the placement the workplace educator should:

• Organise tutorial sessions and facilitate the student(s) learning. • Provide constructive feedback on a regular basis with timetabled feedback

sessions. • Take responsibility for the day to day management of the placement. • Provide counselling and advice as appropriate. • Provide opportunities for students to reflect on and evaluate their practice

to facilitate their continuing professional development.


• When appropriate meet the visiting university tutor during the placement. • Undertake formative and summative assessment of the student during the

placement as appropriate. • Complete assessment documentation via the online assessment tool –

PebblePad.

4.1.5 The Role of the Student on Work Placement Prior to the placement start all Healthcare Science students should:

• Be aware of the course assessment requirements and regulations relating

to their workplace learning module • Ensure they have reviewed the learning outcomes for the work placement

and identified their learning needs prior to the start of the placement. • Ensure they contact their placement area and workplace educator prior to

the placement in order to establish if any pre-placement preparation required and to confirm first day reporting details.

• Ensure they have updated their knowledge and skills prior to the placement. • Ensure travel and/or accommodation arrangements

During the placement all Healthcare Science students should:

• Contact their placement mentor and the University if they are sick or unable to attend the placement. All absence must be recorded appropriately on ARC and PebblePad by the submission of timesheets.

• Be aware of all departmental policies and procedures including accident, manual handling, and health and safety policies. Students are required to ensure that their workplace educator informs them of all local policies/procedures during their placement induction.

• Ensure that time is arranged during the first week of the placement to enable them to discuss their learning needs and learning outcomes with the workplace educator.

• Reflect on and evaluate their practice • Utilise learning opportunities offered by the placement • Complete a placement feedback form at the end of the placement • Ensure that they adhere to the Health & Care Professions Council (HCPC)

Standards at all times

After the placement all Healthcare Science students should:

• Allow time for reflection and identification of future learning needs. • Ensure that all relevant information is entered in their workplace learning

portfolio • Keep a copy of any completed and, where appropriate, signed

documentation • Return any completed and, where appropriate, signed documentation

within one week of returning from placement.


5. The Process of Work Placement Organisation

5.1 Pre-placement

5.1.1 Profiling and allocation: Once the availability of placements is established, students will be allocated to appropriate placements. The needs of students who have exceptional personal circumstances will be considered, but the necessity to develop an appropriate profile for all students means that it is not possible to allocate according to personal preferences. Students are aware of this from the commencement of their programme, and are advised to contact their personal tutor if they feel they have exceptional circumstances that should be considered in the allocation process.

5.1.2 Placement notification Placement areas (hospital/laboratory/clinic) will be informed by the University of the student allocations to a particular placement (usually no less than three months prior to start of placement). The placement area is required to identify a Workplace Educator and provides the University with a name and contact details. The student is informed of their placement details (usually two months prior to the placement). It is the responsibility of the student to arrange accommodation, where appropriate, with the support of the University.

5.1.3 Preparation and initial contact The student should contact the Workplace Educator ideally two weeks before the start of the placement. The educator should confirm any reporting details and any other specific requirements for the placement. The student prepares for placement and considers their learning. The Workplace Educator prepares placement.

A briefing by the Healthcare Science work placement team within module BHCS1007 Foundations of Healthcare Science Practice and Workplace Learning will be organised for the students before they commence their placements. This session is a valuable opportunity to facilitate the student’s preparation and to ‘set the scene’ for the forthcoming placement. Information such as contact mechanisms for placement support will also be covered, including placement development team information. The briefing also provides an opportunity to discuss areas of personal and professional development which will be followed up in the post placement debrief. Attendance at all placement briefing sessions is mandatory.

5.2 During placements

5.2.1 Induction and orientation The workplace educator should provide an induction for the student, including health and safety issues. The student and workplace educator should negotiate a learning contract based on module learning outcomes, self-assessment by student and placement opportunities. This should occur normally within the first few days of the placement. The student will bring with them to the placement a copy of the appropriate placement documentation. See section 6.1 below for more details on induction and orientation.


5.2.2 Placement Learning and support. While developing an appropriate workplace learning experience, the workplace educator should provide opportunities to observe and provide feedback to the student. Opportunities for student experiences such as shadowing and observing relevant areas of healthcare science practice should also be utilised where appropriate. The student should make use of all learning opportunities during their placement. There will be formal as well as informal contact time between the student and workplace educator and other relevant individuals. The PDT member will make contact with the placement area and ensure students are aware of mechanisms for accessing support. The Healthcare Science work placement team will contact the workplace educator to check on progress, and arrange a time for a placement visit if scheduled.

5.2.3 Assessment Competencies to be completed by Healthcare Science students are assessed in three domains – Knowledge & Understanding, Skills for Practice and Professionalism, and can be seen as met through a suitable period of training in which performance is judged by qualified assessors through a “portfolio of competence”. The portfolio produced contains a record of many different types of assessment, each of which must be considered as appropriate “evidence” of the student’s demonstration of knowledge/skills/behaviours. To this end, the University provides a set of documents for work based assessors / educators, so as to ensure that a variety of assessments are available for trainees and that successful completion of these assessments can be used as evidence in a student’s portfolio of competence

Practice –based learning and assessment for Healthcare Science students, should follow the following schedule, adapted to local needs.

- A student undergoes daily training in practice, with an opportunity to understand the different competencies they are required to meet.

- These learning experiences should be accompanied by formative assessment opportunities to allow the students to monitor their own progress. You may use any of the assessment documents, but ensure that it is clearly marked on the form that this is “Formative”.

- The amount of learning and formative assessment required for each competency will obviously vary with its complexity and the ability of the individual student.

- Students will be required to record and reflect on their learning experiences and use the feedback and action plans provided on assessment documents to direct further study and preparation.

- When a student has completed an assessment and enough evidence is available to show that a competency has been achieved, then appropriate evidence can be “signed off” with a “satisfactory” outcome and the competency checked off as completed.

Formative assessment is an important part of training, but is also an opportunity to try out new assessment scenarios/cases. We encourage all assessors/educators to drive their student’s learning in this way. Assessment Documents and a guide to their use in the workplace setting are included in the appendix of this document


Students enrolled on Healthcare Science (Life Sciences) programmes are required to complete the IBMS Record of Completion of Education and Training for the Registration of Biomedical Scientists. Workplace educators are therefore directed to resources guiding the successful completion of this portfolio, especially the mapping of Healthcare Science Learning Guide Competencies to the HCPC Standards of Proficiency for Biomedical Scientists.

5.3 End of placement

Relevant documentation should be completed and where appropriate signed. The workplace educator should retain a copy of appropriate documents. The student should present their completed timesheet for the workplace educator to verify & sign, and complete the placement feedback forms. The student should ensure that they have completed all relevant documentation using the online assessment tool in a timely fashion, allowing the clinical mentors time to sign off these competencies. It is the responsibility of the student to ensure that they have completed all of the required learning outcomes, in order to successfully pass the placement module.

5.3.1 Reflection and review of progress Student should reflect on their learning and assessment feedback and complete any formative or summative post placement reflection elements required by the degree programme. The student should also summarise their achievements and ongoing learning needs in preparation for their next block of academic study, clinical skills sessions and future placements.

5.4 Post placement

5.4.1 Documentation submission Student submits any appropriate assessment documentation, timesheet and feedback forms within one week of the end of the placement. The student may submit details of extenuating circumstances that might have affected the outcome of any assessment within five working days after the submission date.

5.4.2 Placement debrief On return to the University, students will be required to attend a placement debrief. This session will provide an opportunity for feedback, and to facilitate reflection and integration of placement learning into the academic setting. During the placement debrief aspects of professional development will also be addressed, such as developing reflective practice, drawing from the students and experiences whilst on placement.

5.4.3 Verification of results Placement assessment results are considered and verified by the relevant examination boards.

6. Specific Placement Issues

6.1 Work Placement induction and orientation Prior to placement students will have received:


• Occupational Health screening & immunisation • Disclosure and Barring Service check (DBS check; previously known as

Criminal Record Bureau (CRB) declaration) on admission to the programme. Students also sign a formal declaration annually where they are required to disclose any criminal convictions

• Manual handling training • Six-point hand washing technique training • Basic Life Support training • Safeguarding Children session • Briefing sessions for clinical placements, including roles and responsibilities

and assessment processes On placement, students should receive an induction and orientation and familiarisation to that particular placement area. This helps the smooth running of the placement. Below is a list of suggested components of a suitable induction and orientation programme for Healthcare Science students.

6.1.1 Orientation • Orientate students to the department/ hospital, e.g. toilets, lockers, canteen,

library, parking facilities. • Introduce staff - students’ value knowing the staff hierarchy and to whom they

should report in your absence. • Orientate to department policies/ documentation, e.g. Health and Safety,

infection control, raising concerns (‘whistleblowing’). • Cover emergency procedures, e.g. fire escapes/ alarms, emergency buttons,

crash call. • Cover housekeeping, e.g. hours, breaks.

6.1.2 Placement information

• Educator and student discuss learning opportunities. • Educator supports the student to become familiar with clinical equipment. • Educator provides guidance on appropriate reading material/ revision

guidelines. • Educator provides a timetable of scheduled events in the laboratory e.g.

meetings. • Educator introduces routine paperwork.

6.1.3 Student and Educator Familiarisation

• Educator ascertains previous laboratory experience of student. • Educator explores theory base of student. • Educator and student discuss weaknesses/strengths. • Educator and student discuss perceptions of this placement. • Educator defines their expectations, e.g. punctuality, professionalism, time

management and notes • Educator provides clear guidelines about what to do should a problem arise,

e.g. who to report to. • Educator outlines his/her ‘style’ and how they carry out their role as a workplace

educator - informal/ formal, teaching sessions, observing practice, student assessment and plan discussion times etc.


6.2 Attendance

6.2.1 Attendance Students are required to complete the full term (100%) of the placement. Where exceptional circumstances have occurred for example due to illness, students must submit extenuating circumstances which will cover a maximum period of up to 10% of the full placement term. Students failing to attend placement for at least 90% of the placement term will have to retake the placement module at the next available opportunity. Where valid exceptional circumstances have been confirmed by the university due to an extended period of illness and where the student fails to meet 90% of the placement term, NHS mentors may liaise with the programme team to facilitate additional training but this is strictly subject to availability of training within the clinical area.

6.2.2 Hours The hours on placement are identified as 37.5 Hours (5 Days) in any one week, and should not exceed 20 Days in any 4 week period. You will be expected to work from 9am until 5pm, or the typical work hours dictated within your particular placement area (e.g. 8.30-4.30) as dictated by your work place mentor.

6.2.3 Timesheets Timesheets should be completed by each student for every week of placement. They should be signed off by your workplace mentor and submitted to the University. Submission should be via ARC and PebblePad, and all timesheets should have been submitted within 10 working days of the end of any period of practice placement.

6.3 Health and safety risk assessment and accident reporting

Under Health and Safety Regulations (Training for Employment, 1990) students undertaking placement learning in service areas are regarded as employees for the purpose of health and safety. This means that any accident or injury to a student whilst in the practice area must be recorded on the service area accident reporting system and be dealt with by the Trust/service area. It is the responsibility of the Trust/service area to inform the University of any such incident/accident as soon as is practicable. It is the responsibility of the student to adhere to the local health and safety policies and procedures and to take responsible care of their own health and safety and that of other people who may be affected by their actions.

6.4 Supporting students with disabilities

Under the requirements of the Special Educational Needs and Disabilities Act (2001), practice placement providers are required to make ‘reasonable adjustment’ to ensure that disabled students are not placed at a ‘substantial disadvantage’ in comparison to someone who is not disabled. The Healthcare Science placement team are responsible for the facilitation of practical links between Disability Services , students and their workplace educators. The University is committed to ensuring equality of access to all aspects of learning for all students, and therefore takes a proactive approach to supporting students who have disabilities whilst they are on placement. The Disability Services team (https://www.plymouth.ac.uk/student-life/services/student-services/disability-and-dyslexia) are actively involved in supporting those students who have an identified disability, and in providing assessment and advice to other students where issues have been recognized.

https://www.plymouth.ac.uk/student-life/services/student-services/disability-and-dyslexia

https://www.plymouth.ac.uk/student-life/services/student-services/disability-and-dyslexia


All students who have identified a specific disability or learning support need to the University will be invited to meet with a member of the work placement team prior to their placements, to discuss any issues that may affect their performance and to plan the approach that they will take to make the most of their placement opportunity. This will include discussing issues such as disclosure, accessing and applying appropriate support strategies, and facilitating the process of students and educators implementing any ‘reasonable adjustments’ that may be necessary. It is the student’s responsibility to contact their workplace educator(s) and make them aware of any specific learning needs and any additional support that they may need whilst on placement. Establishing appropriate support arrangements may also involve linking with appropriate members of the disability and/or learning support units as well as arranging pre-placement visits where this may be helpful.

7. Accessing placement support

In order to provide support in a timely and responsive manner, the Healthcare Science team adopts a system where visits from Link Tutors are targeted to specific students and/or areas, with other support initially being provided by way of a telephone review. Once placement allocation has occurred, the programme team within the university will identify key areas and students for specific support using the criteria below.

7.1 Criteria for Link Tutor Visit

• New placement • New educator • Excelling area • Student with poor overall profile or retaking a placement • Student with significant disability support requirements • Visit requested from the mentor or student • Visit requested by member of programme team

To maintain links between the programme and placement areas, and to ensure that placements that are not being visited are progressing smoothly, telephone reviews will be carried out by a member of the Healthcare Science programme team at the placement mid-point. During the call, both student and educator will have the opportunity to discuss the progress of the placement and to receive guidance and feedback.

Should any issues arise during the placement, please make contact with your nominated Link Tutor as soon as possible. If they are unavailable, programme administration will be able to make contact with a member of the placement team for you (01752 586791) or you can email [email protected].

7.2 Additional support mechanisms

There are also a number of other support mechanisms that have been established for students to access whilst on placement:

7.2.1 Student peer support Where a number of students are on placement in a particular geographical area or within a particular NHS Trust, they are encouraged to arrange their own peer support.



Placements may provide opportunities for this support through group tutorials etc. Students are also encouraged to link with students from other disciplines on placement where such opportunities arise. This facilitates the development of functional interprofessional links, as well as providing valuable support.

7.2.2 Electronic support Whilst students are on placement, email support systems are in place allowing students to contact personal tutors/module leaders as required. Access to learning resources is also maintained, enabling students to use videos, reading lists and module documents whilst on placement. Like programme teams for other healthcare programmes in the University, we have a placement web community (POPPI: Plymouth Online Practice Placement Information; https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi), providing a central resource giving access to placement documentation. With the advent of cloud computing, we envisage that more web-based support will become available over the coming years.

8. Student feedback

Students are encouraged to reflect on their own learning and performance as well as on the overall learning experience. As part of this activity they complete a placement feedback form at the end of the placement and submit the form to the university. This feedback is available to educators and is also is collated and incorporated into the placement module reports which are scrutinised as part of the Annual Programme Monitoring process.

Students are also encouraged to reflect on their placements and discuss and identify areas for learning with their personal tutor as part of the personal development planning process

9. Arrangements for students who need to repeat a placement All students are required to successfully complete all placement modules as part of their degree programme. Any students who are unsuccessful on their first attempt, or who are unable to complete a placement due to extenuating circumstances will be referred to the Award Assessment Board. Students may be given an opportunity to repeat a placement; this decision will usually be made following consideration of their academic profile. Attempts will be made, where possible to ensure that students are placed in a clinical area similar to their unsuccessful placement. As a result, it is not possible to accurately predict repeat placement requirements on an annual basis. Placements will be approached individually as required, giving as much notice as is possible.

10. Assessment of practice

The progress of the student in each placement is assessed formatively and summatively by the Workplace Educator who is responsible for the student on that particular placement. Students should be aware of the assessment criteria on which they are assessed and are encouraged to assess and reflect on their own performance during the course of the placement. The learning contract is an integral element of this process. The student and the clinical educator should use this to identify the learning needs of the student

https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi

https://www.plymouth.ac.uk/student-life/your-studies/academic-services/placements-and-workbased-learning/poppi


and monitor the achievement of these during the clinical placement.

The visiting tutor from the programme team may assist the clinical educator in the assessment of the student.

10.1 Assessment Processes

Students have the responsibility of bringing all assessment materials to their work placement and to inform their workplace educator of their assessment needs. Students should take responsibility for their own assessment, discussing with their workplace educator the timing and nature of any assessment and whether they would like to undergo formative or summative assessment of competency. It is the responsibility of the workplace educator to record the dates of any assessment, the nature and the outcome of such assessment for verification and quality control purposes.

The submission deadline is identified for all placement assessments and students and mentors will be notified of this at the start of the placement. Students should consult their programme handbook or programme team for this information. Please note that if the student does not submit their placement documentation on time, their submission will be penalised.

Please make early contact with your programme link for the placement if you have concerns about any aspect of the assessment process.

11. Role development of Workplace Educators

The University recognises and values the important role that Workplace Educators play in the education of the Healthcare Science student. Clinical educators are assisted in their role development in a variety of ways:

• Training courses for new Workplace Educators will be held at the University or

other locations in the SW peninsula. These courses will be publicised through the PDT and Healthcare Science pages on the Plymouth Online Practice Placement Information website. These courses are designed to provide new educators with an awareness of the skills required to facilitate students on placement as well as an understanding of the programme as a whole and the specific requirements of the placement education process. Further details about the new arrangements will be released once they are confirmed:- for further information or to apply for a place on an educator day please contact [email protected]. In addition new course developments can be shared with Workplace Educators.

• Updates for existing educators will be organised and implemented by trust

based PDT staff, with programme specific input from the Healthcare Science team. These updates provide an opportunity to share good practice between professional groups and also address issues common to healthcare placement education across the professions. Any programme specific course developments will also be highlighted during these sessions, and there will also be opportunities for any issues in relation to the placement component of the course to be addressed and assessment strategies considered. In recognition of the changing demands in healthcare settings, these updates may be delivered in a variety of formats in order to improve the accessibility for



educators. These may include electronic online formats as well as face-to- face sessions.

• On site workshops are delivered by the PDT and programme team on request

from clinical educators/trusts. These aim to augment the topics addressed at workplace educators days and enable specific needs of clinical educators to be addressed.

• Further opportunities to access modules at master’s level also exist at the

University of Plymouth.

12. Frequently asked questions

12.1 What are the criteria to be a Workplace Educator?

• Be a practicing Biomedical Scientist with relevant professional training/accreditation for practice-based education for a minimum of two years

• Have undertaken regular updating of knowledge and skills. • Demonstrate a positive commitment to Biomedical Science Education. • Attend a University-based course to develop teaching skills, an understanding

of learning styles and assessment skills (including the giving of feedback). • Attend a Train the Trainer course for Healthcare Science Training (where

available)

12.2 Who can Workplace Educators contact to obtain information about Workplace Educators Days? Please contact: [email protected] / [email protected].

12.3 What should I do if I need support whilst a student is on placement?

In the first instance you should contact your programme link. Contact details are available at the front of this handbook. If you are unable to contact your named link, please telephone programme administration on 01752 586791. 12.4 Can more than one person be involved in the supervision and/or assessment of students?

Yes this is possible. The named Workplace Educator may designate other healthcare professionals to contribute to the assessment and/or supervision of the student. It is considered good practice to make agreement decisions based on a range of evidence, including evidence from others.

12.5 What do I do if I need more information about the assessment on placement?

Everyone involved in the assessment on placement is encouraged to consult this document. Workplace Educators may discuss assessment issues with the PDT member linked to their particular placement area and/or the programme team if a visit is arranged. Students may also discuss these issues with the PDT or Link Tutor. In addition they may also consult with their Personal Tutor, Pathway Leader or the Programme leader.




12.6 If I have problems interpreting the assessment criteria, what do I do?

The principles of the assessment criteria are discussed with students/ Workplace Educators at the programme/module preparation sessions. Additional advice/support can be sought from the PDT or programme team, Link Tutor or the Programme Leader.

12.7 Does the Workplace Educator have to observe everything that a student does?

No. But this will depend on both the level, stage of education and ability of the student. In Healthcare Science education, students and Workplace Educators are expected to work closely together. Observation/supervision should be negotiated and agreed on an individual basis taking into consideration the student’s objectives as identified in the learning contract.

12.8 What if a Workplace Educator is concerned about some aspects of a student’s practice?

This issue is important and needs to be addressed. First the Workplace Educator should discuss the concerns with the student. The Workplace Educator should seek advice about any continuing problems as soon as possible from their programme link. If you have any difficulties making contact with your link person, please contact Programme Administration. It is recommended that contact is made at an early stage so that appropriate support and advice can be given to both the student and Workplace Educator. Any concerns should be recorded in the relevant sections of the Placement Assessment form.

Being referred in a placement should not come as a surprise to the student on the last day of their placement. The Flowchart below details of the series of events that are associated with a poor performance on are provided below for information and further guidance

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4. Regular feedback and ongoing support for the rest of the placement- further action plans/ issues and

progress documented fully 3. Placement visit to discuss issues/ formulate action plan and further support arrangements as appropriate

1. Student showing signs of poor performance on placement

A. DURING PLACEMENT

Support for Weak and Failing Students on Placement: Action Plan

2. Actions: a. Educator raises concern with student and notifies them that PDT/ programme

support will be requested b. Educator contacts PDT member/ HCS programme team link URGENTLY c. Issues relating to poor performance are documented including appropriate

official warnings in placement assessment booklet

Concerns re. safety/ professional conduct etc: • HCS programme team WILL liaise with next

placement area prior to start Other issues:

• HCS programme link will liaise with student to facilitate disclosure strategy

3. During placement- support and visits carried out as per plan

1. Pre- placement tutorial with HCS programme link for next placement

and personal tutor to discuss student plan for placement, learning

strategies & support needs

C. STUDENTS WITH ONGOING ISSUES- SUBSEQUENT PLACEMENT

Onward referral to learning support,

disability assist, occ. health etc as

2. Debrief offered to workplace educators by HCS programme

placement team in collaboration with PDT. Action plan/ development plan

agreed upon as required

1. Student meets with HCS programme placement link and personal tutor on return to

university to debrief and discuss issues. Student facilitated to reflect on experience and develop

learning strategies and plan for future

B. AFTER PLACEMENT

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12.9 What should a student do if they are concerned about any aspect of their placement (accommodation, supervision, feedback, learning opportunities, workload)?

This will obviously depend on the nature of the concern. Firstly, the student should discuss their concern with their Workplace Educator. If a student has a difficulty with their Workplace Educator, then they should contact the local PDT member and link tutor.

12.10 Why is it important that the assessment documentation is fully completed before submission?

The Workplace Educator has a professional responsibility for summatively assessing the student on placement. Therefore it is essential that the documentation is completed according to programme/ module requirements and signed by the student and the clinical educator. Failure to do this will result in the referral of the student unless ‘extenuating circumstances’ are approved.

12.11 Is it necessary for the student to complete a Placement Feedback Form?

Yes.

12.12 What happens if a student fails a placement?

If a student fails a placement, the student may have the opportunity to re-sit their placement. The exact format of the placement will be determined by the exam board.

12.13 If a student loses hours because of sickness how are they made up?

Lost hours due to sickness will be made up as soon as possible within the placement or made up during future placements. It is the student’s responsibility to keep a tally of their hours, and where significant numbers of hours have been lost; this should be discussed with a member of the Healthcare Science Placement Team.

12.14 What is the procedure if a student’s placement is deferred?

The placement module will normally be completed within the year if a placement is deferred.


13. Healthcare Science Practitioner Training Programme Year One Placement Plan for Healthcare Life Science Students

Year one placements for the Healthcare Science Practitioner Training Programme are specified in the Modernising Scientific Careers Learning Guides for each healthcare science specialism. For Life Sciences, the structure and content of these placements is informed by the following statement in the Learning Guide “The work placement in year one exposes the student to the clinical environments across Life Sciences. It is expected that the student will gain an understanding of how departments function, the range of investigations undertaken, the professional and inter-professional relationships that exist and a wider understanding of the NHS”. In year one, the placement should expose the students to the following disciplines and specialisms in life sciences.

Blood Sciences – consisting of biochemistry, haematology, transfusion and Immunology

Cellular Sciences – consisting of histology, cytology and reproductive science (basic semen analysis and where possible, fertility and assisted conception services)

Infection Sciences – bacteriology, virology serology and molecular methods (as available)

In essence the students need a broad workplace experience that includes exposure to these environments as well as an understanding of the patient/sample/specimen journey. The guiding principles for the operation of the first year placement for each of our programmes, is a student rotation through clinical environments that accurately reflects this journey and the associated healthcare science interventions, procedures & investigations. In arranging this rotation, we are mindful of a certain flexibility of operation that accommodates the operational and resource constraints of the Healthcare Science service in our NHS trust partners. The overall aim is to produce a work placement that is equitable for each student, but not identical. So for the 10-week placement period, we would wish that the students are exposed to and gain experience in the following:

All Life Sciences

Location Clinical /Professional Experience Outpatient Clinic : Patient interaction, Patient Records,

Consultation & History taking. Sample /specimen acquisition: phlebotomy, urine, sputum, swabs for culture, tissue and cell


biopsy. Initial sample handling, processing and documentation including request form completion Opportunity to interact with patients/carers and other clinical staff

Inpatient (Ward): Patient interaction, Patient Records, Consultation & History taking. Sample /specimen acquisition: phlebotomy, urine, sputum, swabs for culture, tissue and cell biopsy. Initial sample handling, processing and documentation including request form completion. Opportunity to interact with patients/carers and other clinical staff.

Imaging Services: To include X-ray, CAT scan, MRI & Endoscopy: Patient booking & Patient Record keeping, to include request forms, patient ID checking. Observation of clinical procedure. Observation of results.

Operating Theatre:

Observation of clinical procedure. Interaction with other clinical staff. Initial sample/specimen acquisition, handling, processing and documentation (tissues & fluids) including request form completion.

Dissection Room: Observation of clinical procedure. Interaction with other clinical staff. Initial sample/specimen acquisition, handling, processing and documentation (tissues & fluids) including request form completion.

All Life Science Laboratories:

Attendance at Diagnostic Pathology Services Team meetings: organisation of service, interaction with other personnel


Allow student to practice and demonstrate practical skills as required by PTP learning guide:

• Risk assessment • Sample/Specimen receipt, handling,

storage and disposal • Use a range of laboratory equipment

appropriate to placement environment (Consult PTP learning guide for full list practical skills required in year one placement)


Sample and specimen receipt, handling of request forms, determination of specimen/sample processing requirements, and dispatch of specimens to correct department/lab/section. Initial specimen preparation and storage. Disposal of samples/specimens. Introduction to


laboratory information systems Blood Sciences

Blood Sciences: Techniques of Biochemical analysis: automated clinical chemistry, blood gases, glucose testing, osmolality, urine dipsticks (consult PTP learning guide for full list of suggested analytical/examination procedures)

Blood Sciences: Techniques of Biochemical analysis: automated clinical chemistry, blood gases, glucose testing, osmolality, urine dipsticks (consult PTP learning guide for full list of suggested analytical/examination procedures)

Blood Sciences: Techniques of Haematological analysis: FBC, ESR, coagulation screen, anticoagulant monitoring, blood film morphology & haemoglobin testing (consult PTP learning guide for full list of suggested analytical/examination procedures)

Blood Sciences: Techniques of Transfusion Medicine: Blood grouping, antibody screen and identification, red cell phenotyping. (Consult PTP learning guide for full list of suggested analytical/examination procedures)

Blood Sciences: Techniques of Immunological analysis: protein electrophoresis, ELISA, Immunofluorescence (consult PTP learning guide for full list of suggested analytical/examination procedures) Cellular Sciences

Cellular Sciences: Techniques of Histological analysis: specimen dissection, specimen processing, cutting sections, staining (basic and special) (consult PTP learning guide for full list of suggested analytical/examination procedures)

Cellular Sciences: Techniques of Cytological analysis: Liquid Based Cytology and Cervical screening, basic and specialised staining (consult PTP learning guide for full list of suggested analytical/examination procedures)

Cellular Sciences: Techniques of Reproductive Science: Andrology (Basic semen analysis).

Infection Sciences Infection Sciences:

Techniques of Bacteriological analysis: urine analysis, swabs, blood culture, enteric cultures and microscopy, sputum, molecular techniques (consult PTP learning guide for full list of suggested analytical/examination procedures)

Infection Techniques of Serological analysis: EIA, latex


Sciences: agglutination, automated analysis, hep screening, molecular Chlamydia screen (consult PTP learning guide for full list of suggested analytical/examination procedures)

Infection Sciences:

Techniques of Virology: Antigen tests, PCR based amplification and detection

14. Guidance for the submission of the practice portfolio.

The practice portfolio is the final assessment for the BHCS1007 module and is designed to assess a student’s performance in the year one work placement. The portfolio is to be completed and submitted on PebblePad before the end of the placement period. The practice portfolio forms part of the assessment for BHCS2011 / BHCS2015 and BHCS3012, work placement modules. The work placement is a key component of the Healthcare Science Practitioner Training Programme (PTP) and is designed to give students a real experience of work as a healthcare scientist in the NHS and an opportunity for students to demonstrate some basic competencies as required by the PTP Learning Guides. Assessment of competency in the workplace is not just an assessment of a scientific knowledge and understanding as applied to a career in healthcare science, but also an assessment of a student’s practical skills and professionalism.

The practice portfolio consists of four elements. Templates are provided in this document, and can be uploaded onto the online assessment tool (Pepplepad)

1. A Placement Learning Agreement between the student and their workplace educator(s) 2. A Competency Log, accompanied by evidence selected to demonstrate a student’s meeting of the learning outcomes associated with the work placement 3. A Reflective Journal/Log, that both captures the work placement experience and the learning that has occurred as a result of such experience. 4. A student evaluation of the work placement: Found in the placement visit section on PebblePad. In addition to this document, students are asked to familiarise themselves with the all other documentation as it appears on the Plymouth Online Practice Placement Information (POPPI) website. It is the student’s responsibility to ensure that they have read all relevant documentation and to organise and submit their own assessments.

15. The Placement Learning Agreement

The placement learning agreement is a formal written agreement between a student and their workplace educator. This agreement is an important tool to focus the student’s and educator’s minds on the placement ahead and to “frame” induction to the placement area. The agreement is completed usually within the first two weeks of the placement. The learning agreement is also an important learning tool in that it allows students to identify/clarify opportunities for learning and sources of assistance available to them. Used properly, it can provide students a better understanding of their own approach to placement learning. In collaboration and discussion with their workplace educator, the


following key information is collected and entered in to the form:

15.1 Learning objectives for the placement: Enter the placement learning outcomes and their component competencies – as documented in the relevant Healthcare Science Practitioner Learning Guide. But also any other learning objectives that the student may wish to meet during the placement (developing personal skills such as communication and presentation etc).

15.2 How will these be achieved? : In this column, the student should summarise the various locations (lab, clinic, ward etc.) The student should also document where their learning will take place and the resources available to assist their learning. These resources will include; the people who will supervise and instruct them in these locations, and any reference or instructional materials available (manuals, protocols, reference books/publications, computer facilities etc.)

15.3 What evidence will be presented to demonstrate achievement? : Evidence is vital to demonstrate that learning has taken place and to demonstrate the achievement of any outcomes and gaining of competence. Whilst a minimum of two pieces of evidence is required for each competence demonstrated for formal assessment, students should be encouraged to collect as much as possible evidence in as many forms as possible. Types of evidence accepted are: direct observation, questioning (written/oral), reports from others in the placement area, products of the student’s work and reflective writing. A number of specific assessment tools for Healthcare Science practice have been developed: the Direct Observation of Practical Skills (DOPS) and Case Based Discussions (CBD). The use of these assessment tools should be documented here. Note that a minimum of 2x DOPS and 1 x CBD are to be used in the year one placement assessment)

15.4 Review Date(s): It is good practice to review progress during the placement, please consider the most appropriate time period for a particular task to be completed and set realistic review dates to check on progress.


Placement Learning Agreement

Student Name: Reg.No: Workplace Educator(s): Placement Location: Dates From: / / To: / /

Learning Objectives for Placement Include learning outcomes and competencies to be assessed

How will these be achieved? Include details of where & how learning will take place and the resources available

What evidence will be presented to demonstrate achievement? Which assessment tool will be used?(DOPS, CBD etc) What type of evidence will be gathered and presented?

Review Date(s)

Date Completed: / / Note: This table can be extended by continuing to type in the appropriate columns

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Healthcare Science Workplace Learning Handbook

16. Assessment of Competency in the Workplace

Workplace learning in the Healthcare Science (PTP) is based on a competency- based education (CBE) model. Daily training in the workplace is used for the development of professional practice through the acquisition of knowledge, skills and behaviours necessary for a specific role and/or profession. CBE is common in healthcare education and training, with curricula in use for students of Medicine, Dentistry, Nursing and the Allied Health Professions (AHP). A key feature of CBE is that it is the student that drives their own learning and the educator acts as a “guide” in the process. In each year of the Healthcare Science PTP, students use the CBE model to meet learning outcomes before they can progress to the next stage of their degree programme. Each of these learning outcomes is further broken down into a number of competencies, covering the domains of knowledge, practical skills and professional behaviour (full details of the competencies required by the PTP can be seen on the PebblePad system).

You will need to complete all of the competencies outlined in the following sections of the PebblePad system to successfully complete your placement activity.

Year 1

• Overview • Introduction to work based learning • Introduction to work based training.

Years 2 and 3

• Overview • Life Sciences. • Blood Sciences: Clinical Biochemistry, Haematology, Immunology • Cellular Sciences: Histology, Cytology, Reproductive Science

modules • Infection Science: Microbiology, Virology, Serology modules

Competency can be assessed in a number of ways, and this is seen as strength of this model of education. Assessment is possible via a range of methods such as observation, questioning and reports from reliable observers in the workplace. In the PTP, there are also specific assessment tools to be used; the direct observation of practical skills (DOPS), the case based discussion (CBD), and the Observed Clinical Event (OCE) .

Clinical assessments in each academic year

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For each year of the programme there are different numbers of required assessments. In the year one placement, the PTP training manuals suggest a minimum of 2 x DOPS and 1 x CBD, and successful completion of the required competencies. For each competency assessed, the student must provide at least two pieces of evidence to support their claim of competence. Whilst two pieces of evidence is a minimum for assessment, students are advised to collect as much evidence as possible. This is suggested not only to allow students to practice evidence gathering, but also to maximise the possibility of gathering evidence that may be later be used for other competencies in the PTP, so students are encouraged to get in to the habit of gathering evidence of their knowledge, practical skills and professionalism throughout their time in placement.

Students are advised that competency is developed over time, through rehearsal and practice in the workplace. Feedback from educators on performance is used to plan subsequent learning and improve such performance until competence is finally achieved. It is a fact that some students will reach competence sooner than others, utilising fewer cycles of practice, performance and feedback, but the general principle applied is that competency is signed off only after a suitable amount of practice has taken place and that the competency is consistently demonstrated. In the case of the year one placement, a general rule of thumb is that signing off of workplace competencies should take place towards the end of each rotation. For some competencies, it is better to wait until the end of the placement before committing to sign off a student’s competence (e.g. behaviours, safety, communication). Endnote : The process of assessment is to be driven by the student under advice and guidance only. It is the student’s responsibility to arrange their own assessments and not that of the workplace educator.

In order for a mentor to sign off a competency on the PebblePad online assessment tool, all corresponding trainee comments boxes must be completed. Students should include a justification in the trainee comments box, explaining what evidence they have used to achieve this competency, and how this evidence demonstrates that they have achieved the competency. If these sections are not completed, the mentor will not be able sign off these competencies as completed. For a fuller discussion of workplace learning and assessment practices, please refer to the Work Based Assessment Document Guide in Appendix 1 of this handbook

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17. Reflective Journal

The purpose of the student’s reflective journal is to capture all aspects of the placement experience and to document their own learning as it occurs. The reflective journal should be written throughout the placement period. The reflection does not need to be on a daily basis, but at a minimum we would suggest weekly entries. In the journal, the student will document the experiences of placement as well as evaluating and analysing their own perspective on these experiences. Students should attempt to document what they have learnt, what they need to learn and how they intend to learn this in the future. Capturing the placement experience in this manner is an excellent way to accumulate evidence of one’s own learning, and as such, reflection can be used as evidence, either for this portfolio or for future portfolios.

Students are expected to discuss their evidence and competencies achieved in their reflective journal. There should be reference to primary literature within the reflective journal, and a properly formatted reference list should be included, in Harvard or Vancouver styles.

Your reflective journal should be uploaded onto the PebblePad system.

For year 1 Life Sciences, this should be uploaded at: Introduction to Work Based Training: KLO 2: Work in accordance with Good Scientific Practice and the standards expected by the Health and Care Professions Council (HCPC).

Competence: Reflect on your practise during this period of work based training and generate a reflective diary that demonstrates how you take responsibility for your learning and utilise the skills required of an independent learner.

For year 2 and 3 Life Sciences, this should be uploaded at: Life Sciences:

KLO 11 : Adheres to appropriate standards of professional practice as defined in Good Scientific Practice.

Competence:

Reflect on your practise and generate a reflective diary that demonstrates how you take responsibility for your learning utilise the skills required of an independent learner and your commitment to your continuing professional development.

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18. Placement evaluation

Feedback is vital to improve the organisation and operation of your work placements. At the end of your placement, you should complete an evaluation of the placement experience on the PebblePad system. All feedback on the placement is welcome, but please be constructive in any criticism.

NOTE – any feedback given on the placement visit form (your evaluation of the placement) will be anonymous and generalised to avoid identification of placement area. All other areas on PebblePad are visible to all members of the programme team and your clinical mentors. To complete your placement feedback evaluation, please scroll down the main page on the PebblePad system. At the bottom of this page is a section marked as:

Year 1 placement visit form. Year 2 placement visit form. Year 3 placement visit form.

Click on your name, and then fill in the section marked student evaluation. Please note that anything written here will only be visible to yourselves and the University programme team.

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Template work placement evaluation forms

Date

Placement area (delete as appropriate): Physiology (Cardiovascular, Respiratory) Life Sciences (Blood, Cellular, Infection)

Student Name: NHS Trust: Link Tutor: Workplace educator / mentor:

Work placement Educator / Mentor: Please detail specific comments on student’s suitability / competence, adaptability and professionalism in practice. Overall comments for student:

Specific problems / issues:

Good Attributes:

Areas for improvement: 1 Professionalism

2 Knowledge

3 Skills

Feedback for student / Action Plans:

Suggestions to enhance student learning in the University Setting (for HCS Programme team):

Request for additional support from HCS Programme team: Y / N

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Placement area (delete as appropriate): Physiology (Cardiovascular, Respiratory or both)

Life Sciences (Blood, Cellular, Infection or combined)

Date Student Name: NHS Trust: Link Tutor: Workplace educator / mentor:

Student: Please detail specific comments on work placement activity and NHS trust experience: Work placement experience Overall comments:

Specific problems / issues:

Good Attributes:

Areas for improvement:

Attributes that would enhance the workplace learning experience:

Suggestions that would enhance student learning on work placement (for HCS Programme team):

Request for additional support from HCS Programme team: Y / N

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19. Healthcare Science timesheet template – 5 week blocks

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20. Accessing the e-portfolio on PebblePad

Go to https://v3.pebblepad.co.uk/spa/#/home?type=start

click the 'I have an IT account with this organisation' link

enter your username and password then press the 'submit' key.

When you successfully logon to PebblePad you will enter your own private e-portfolio and you will be presented with a list of ‘action links’ on the top of the screen. The page will open at the competencies overview page. You will need to select Registration Portfolio on the top tab, enter you name and student number and select save.

https://v3.pebblepad.co.uk/spa/#/home?type=start

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The two domains are listed on the top toolbar tab, with the five sub modules listed as dropdown menus. Click on one to view.

Each sub module has an ‘excerpt’ explaining which criterion you need to meet the expected standards for in Biomedical Science. These paragraphs should be used a guidance to the types of evidence you should provide. Please note that any external available documents or SOPs should be annotated to show your knowledge and understanding, otherwise they will be deemed as plagiarism under university regulations. You will then have 3 tables where you should upload your evidence. You may want to insert which HCPC SOP the evidence relates to in the justification column. Please note: you are not expected to provide evidence that meets all HCPC SOPs documented here, you are only providing a ‘selection’ to the external verifier to view. You NHS mentor will need to tick that you have met all HCPC SOPs during your placement training year and you will need to keep these in a separate paper based portfolio should your verifier wish to see evidence of all HCPC SOPs.

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At the end of each sub module, your assessor and external verifier has comment boxes to provide statements regarding the nature of evidence that has been provided and if amendments needs to be made.

Assessors can also contact you directly using the comment boxes to the right hand side in blue. These will enable direct communication to you via email if amendments need made to that particular section to be satisfactory. You will need to check and amend as appropriate for your portfolio to be observed as complete and put forward for the verification process.

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Uploading evidence using the PebblePad App

If the evidence you want to link to is already in PebblePad then you can click on it from the list. Alternatively, you can use the upload option

Choose or drag and drop your evidence file using one of these options

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Once your file is uploaded, click ‘confirm upload’

Your linked evidence will appear as a hyperlink

Keep this box updated with the number of pieces of evidence you have provided

Once your page is complete, click the ‘page complete’ button at the bottom and contact your assessor via the community page and let them know this competency is ready to be assessed. Make sure you give details of the page and competency you want the assessor to look at in the message you send.

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How to send a message on the Community Page

Please ensure you click save regularly when working on any page and remember to Click SAVE, after each session to save your completed work on the PP portfolio.

Placement Evaluation and Feedback also need completed in the Registration portfolio.

You can also use the PebblePad Pocket app on your phone or tablet to create assets that can then be added to your account. This could be

creating a post, or adding a photo or video for instance.

Contacts If you have any problems with the e-Portfolio please contact: Dr Lynn McCallum, Healthcare Science Programme Lead e-mail: [email protected] Tel: 01752 585990

Any feedback from tutors will appear here

Click on the link provided in your portfolio. Select Managers from the tabs and choose your tutor. Then click on Send a Message.


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Appendix 1:

School of Biomedical Sciences Healthcare Science Practitioner Training Programme

Work Based Assessment – Document Guide

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Table of Contents: Introduction Documents as Evidence of Competence Formative or Summative Assessment? Guide to Assessment Documents Direct Observation of Practical/Procedural Skills (DOPS) Case Based Discussion (CBD) Observed Clinical Event (OCE) Witness Statements Students Work as Evidence Evidence from Questioning Evidence from Reflective Writing Assessment Documentation

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Introduction Healthcare Science Degrees at the University of Plymouth have been designed to produce graduate scientists for work as Healthcare Science Practitioners within the NHS as well as Biomedical Scientists eligible to register with the Health and Care Professions Council (HCPC). For both of these endpoints, students have to complete a “Portfolio of Competence” that records the attainment of certain standards of proficiency as set out by Health Education England (HEE) and/or the HCPC. Competencies to be completed by Healthcare Science students are assessed in three domains – Knowledge & Understanding, Skills for Practice and Professionalism, and can be seen as met through a suitable period of training in which performance is judged by qualified assessors through a “portfolio of competence”. The portfolio produced contains a record of many different types of assessment, each of which must be considered as appropriate “evidence” of the student’s demonstration of knowledge/skills/behaviours. To this end, Plymouth University provides a set of documents for work based assessors / educators, so as to ensure that a variety of assessments are available for trainees and that successful completion of these assessments can be used as evidence in a student’s portfolio of competence. This guide is provided to ensure a consistency in practice in workplace assessment and to enable the production of robust evidence of a student’s level of attainment in the clinical / clinical laboratory setting. “As an integral component of the education process, assessment supports learning by providing learners with the opportunity to demonstrate acquired skills and knowledge, while determining their professional, vocational and academic achievement” (Ashford-Rowe et al, 2014). “Nothing that we do, or for, our students is more important than the assessment of their work and the feedback we give them on it. The results of our assessment influence our students for the rest of their lives and careers – fine if we get it right, but unthinkable if we get it wrong” ( Race et al, 2014).

References:

Ashford-Rowe, K., Herrington, J. and Brown, C. (2014) .Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39:2 205-222.

Race, P, Brown, S. and Smith, B. (2005). 500 Tips on Assessment. 2nd ed. London: Routledge.

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Documents as Evidence of Competence The documents described here are designed to enable students to undergo both formative and summative assessments in the workplace. Some of them, particularly the DOPS, CBD and OCE templates, can be used as powerful learning tools that enable students to understand what it is that they should be learning during their placements and practical skills sessions as well as the level of performance required. Some of the documents form the heart of supervised learning experiences, where a qualified assessor is always present. Others are means of validating and verifying knowledge, skills and behaviours produced elsewhere. It is however important that all evidence is validated and verified by a qualified assessor, so the signature of the assessor is required on all documents. Another key aspect of all the documents is the provision of feedback on the student’s performance and an opportunity to put in place an action plan for improvement and/or successful future attainment. Feedback and action planning are a key part of student learning and Plymouth University expects assessors/educators to facilitate learning throughout the training programme. The documents described address the different forms of evidence accepted by the University of Plymouth from their students of the healthcare professions as well as those suggested by professional bodies for their portfolios of competence. Formative or Summative Assessment Practice–based learning and assessment for Healthcare Science students should follow the following schedule, adapted to local needs.

- A student undergoes daily training in practice, with an opportunity to understand the different competencies they are required to meet.

- These learning experiences should be accompanied by formative assessment opportunities to allow the students to monitor their own progress. You may use any of the assessment documents, but ensure that it is clearly marked on the form that this is “Formative”.

- The amount of learning and formative assessment required for each competency will obviously vary with its complexity and the ability of the individual student.

- Students will be required to record and reflect on their learning experiences and use the feedback and action plans provided on assessment documents to direct further study and preparation.

- When a student has completed an assessment and enough evidence is available to show that a competency has been achieved, then appropriate evidence can be “signed off” with a “satisfactory” outcome and the competency checked off as completed.

Formative assessment is an important part of training, but is also an opportunity to try out new assessment scenarios/cases. We encourage all assessors/educators to drive their student’s learning in this way.

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Guide to Assessment Documents Direct Observation of Practical/Procedural Skills (DOPS) The DOPS assessment has been developed from a similar tool used in the assessment of competency in medical training, and is a required element in the Healthcare Science Practitioner training programme. This tool is incredibly flexible as it can be used for both development and assessment of competency in the practice area. A DOPS assessment has categories for all three domains of competency; knowledge and understanding, practical skill and professionalism. It can be used to measure achievement, provide detailed feedback and plan for future studies. A transparent grading system allows the student to clarify with their assessor, the components and levels of performance required for each task. Not every criterion will apply to all practical/procedural assessments, but assessors should consider all criteria when designing assessment opportunities in the practice setting. This is important as one carefully designed assessment may enable the collection of viable evidence for more than one competency (for example it may test knowledge as well as practical skills and professional behaviours). As with all the documents, the DOPS can be formative or summative. Case Based Discussion (CBD) The CBD has a similar educational heritage as the DOPS and is also a required element in the Healthcare Science PTP. It is equally as flexible as the DOPS, but uses a clinical case or practice based scenario as its focus. It should be used formatively to enable students to prepare themselves for assessment in all three domains of competency and proficiency. Any case/scenario that allows students to demonstrate competency in the criteria labelled 1-10 is permissible. Some examples of viable CBD are

- Working on a new method/SOP for the laboratory - Reflecting on and discussing a laboratory/clinical audit - Discussions of procedures common to a clinical area - Discussion of an incident/error - Calibration and troubleshooting diagnostic procedures

The CBD document has also the facility to provide feedback and action planning for future learning. Observed Clinical Event (OCE) In many ways the OCE resembles the DOPS and CBD as a supervised learning/assessment event. The main difference is that the OCE requires a patient/client to be present. This is easy to achieve for the Physiological Science students, but perhaps a little more challenging for Life Science placements. The National School of Healthcare Science provides examples of opportunities for OCE on their website (http://www.nshcs.org.uk/current-ptp/practitioner-training-programme/observed-clinical-event-ptp) and educators are encouraged to access these when planning learning and assessment using this tool. As with all other documents, assessors need to provide constructive feedback as well as appropriate action planning for students. Witness Statements Witness statements or ‘reports from others’ are used when learning experiences are

http://www.nshcs.org.uk/current-ptp/practitioner-training-programme/observed-clinical-event-ptp

http://www.nshcs.org.uk/current-ptp/practitioner-training-programme/observed-clinical-event-ptp

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supervised or observed by persons other than the assessor/educator in a training context. The witnesses name and position should be recorded as well as a brief description of the training context. Note the following example: Witness Name: Susan Smith – Witness Position: Clinical Nurse Specialist – Nature of Activity Observed: Diabetes Clinic It is important for an assessor/educator to validate/verify the witness statement as being suitable evidence by signing the document and providing suitable feedback and an action plan to direct future learning. Students Work as Evidence Pieces of work produced by students during their university based and/or workplace learning are a good source of evidence. There are many types of student work acceptable, but could include an academic essay, lab report, literature review or case study. Equally, any published document, supplemented with appropriate student annotations is a valid piece of evidence. As with other documents, there needs to be a description of the work and an indication of which learning outcome and/or competency is being addressed. Appropriate feedback and action planning are necessary. Note the following examples: “Susan annotated the applications manual of the autoanalyser to show the scientific principles underpinning assay X.” “Bobby produced this literature review to highlight the limitations of diagnosing X with Y.” Evidence from Questioning A convenient and easily performed assessment of a student’s development and/or attainment can be made using questions posed to the student. Questions may be verbal or written; they may be posed by a single assessor or a group of colleagues. For verbal questions you may write these directly into the assessment document, but for written questions you can append these to a completed document as indicated. It is important that the student/trainee responses are recorded to their satisfaction on the form and that feedback and appropriate action planning are provided as good educational practice. Evidence from Reflective Writing Reflection on professional practice and workplace experiences, are a valid source of evidence for a student’s learning and knowledge/skills development. Evidence from reflective writing can also give a valuable and unique insight into a student’s attitudes and values as they progress through their course. Completion of this form requires the assessor to provide a brief description of the source(s) and nature of the reflective writing and the competencies/outcomes it is addressing. Note the following example: “extracts from reflective log of placement experiences in outpatients – provides evidence of the student’s developing understanding of diverse patient needs.” It would not be usual for a single example from a reflective account to be used to demonstrate attainment, but repeated examples from a continuous log or examples from different individual reflective pieces can be compelling evidence. As always, feedback and any action plan should be provided.

Assessment Documentation The documents described above can be found on the following pages.



Healthcare Science Practitioner Training Programme - Assessment Documents Direct Observation of Practical/Procedural Skills (DOPS)*

Trainee Name: Reg. No. Procedure: Clinical Context: Assessors Name(s): Assessors Position(s):

Difficulty of Procedure: Low Average High No. Times Performed: 1-4 5-9 >10

Grading

Areas of Performance

Belo

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Abov

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Una

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1. Understands scientific principles of procedure including basic science underpinning it

2. Has read, understands and follows the appropriate SOP’s risk and COSHH assessments and any other relevant H&S documentations

3. Understands and applies the appropriate internal and external quality control associated with the procedure

4. Understands the risks associated with items of equipment and uses them appropriately

5. Accurately completes associated documentation

6. Outputs meets accepted laboratory/professional standards

7. Carries out the procedure within appropriate time frame

8. Is aware of the limitations of the test 9. Demonstrates awareness of the limits

of responsibility and knows when to seek advice

10. Professionalism *Refer to guidance document before completion


Outcomes & Feedback

Feedback to Student on Performance & Documentation of Future Learning Needs

Agreed Action

Outcome: Satisfactory Unsatisfactory

Date of assessment: Time Taken for Assessment:

Date of feedback: Time Taken for Feedback:

Assessor’s Signature: Student’s Signature:



Healthcare Science Practitioner Training Programme - Assessment Documents Case Based Discussion (CBD)*

Trainee Name: Reg. No. Brief description of focus of case/scenario discussed:

Clinical Context:

Assessors Name(s): Assessors Position(s):

Complexity of case/scenario: Low Average High

Grading

Areas of Performance Be

low

Ex

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Bord

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1. Understands clinical and/or scientific principles relevant to case/scenario

2. Can discuss relevant Health and Safety issues

3. Can discuss relevant associated diagnostic procedures / investigations

4. Can discuss the quality control procedures that ensure accuracy of results

5. Demonstrates a knowledge of relevant ‘Best Practice’ guidelines and other policies relevant to the case/scenario

6. Can discuss the significance of routine patient results with reference to the reason for referral

7. Is aware of and can use as required, appropriate resources to aid in the interpretation of results

8. Is aware of importance of audit trail and can complete audit trail accurately

9. Demonstrates awareness of the limits of responsibility and knows when to seek advice

10. Professionalism *Refer to guidance document before completion


Outcomes & Feedback


Agreed Action







Healthcare Science Practitioner Training Programme - Assessment Documents Observed Clinical Event (OCE)*

Trainee Name: Reg. No. Brief description of focus of clinical event:

Clinical Context:


Complexity of case/scenario: Low Average High

Grading

Areas of Performance

Belo

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1. History Taking Does the student obtain the information required prior to undertaking a procedure from a patient or a clinical colleague?

2. Communication Skills e.g. Does the student use language appropriate to the situation (verbal and/or body language) when explaining or discussing an aspect of clinical care (test results, diagnostic procedure) do they check the understanding of the patient or their colleague?

3. Clinical Examination Skills e.g. Does the student undertake a clinical skill such as locating a vein for phlebotomy, performing a diagnostic test appropriately and accurately?

4. Clinical Judgement e.g. is the procedure correct for the required outcome?

5. Scientific Judgement e.g. was the choice of equipment appropriate for the required outcome, has it been correctly calibrated and any necessary settings correctly applied?

6. Professionalism e.g. Did the student introduce themselves and their role or did they discuss the


procedure/result with a colleague using appropriate language, considering any patient confidentiality or ethical issues?

7. Organisation and Efficiency Was the student well organised and efficient ensuring all record keeping was appropriate and accurate, did they keep to time and ensuring accurate recording of results. Did they process the results in a timely fashion?

8. Overall Clinical Care e.g. Did the student show respect, empathy and compassion for the patient and/or recognise the importance of the test/procedure within the care pathway for the patient or colleagues where the test contributes to a diagnosis, treatment or management?

*Refer to guidance document before completion

Outcomes & Feedback


Agreed Action







Healthcare Science Practitioner Training Programme - Assessment Documents Witness Statement*

Trainee Name: Reg. No. Witness Name: Witness Position: Nature of Activity Observed:

Statement (to include feedback to student):

Assessors Feedback & Documentation of Future Learning Needs:

Action Plan:


Date of activity: Time period of activity:

Date of assessors feedback: Time taken for feedback:

Assessor’s signature: Witness signature:

Student signature:



Healthcare Science Practitioner Training Programme - Assessment Documents Students Work as Evidence*

Trainee Name: Reg. No.

Nature/Description of Students Work:

Learning Outcome Addressed: Competency Addressed:

Publication Context: University (give module code): Workplace:


Assessors Feedback & Documentation of Future Learning Needs:

Action Plan:


Date of Work Submitted: Date of Assessors Feedback:

Assessor’s signature: Student signature:



Healthcare Science Practitioner Training Programme - Assessment Documents Evidence from Questioning*


Brief description of focus of questions:

Type of Questions: Written Verbal

Learning Outcome Addressed: Competency Addressed


Questions: (written questions can be appended) Student Responses:



Outcomes & Feedback


Agreed Action







Healthcare Science Practitioner Training Programme - Assessment Documents Evidence from Reflective Writing*


Source /brief description of reflection:

Learning Outcome Addressed: Competency Addressed


Outcomes & Feedback Feedback to Student & Documentation of

Future Learning Needs Agreed Action



Date of work submitted: Date of Assessor’s Feedback:
