PRACTICE PLACEMENT EDUCATOR HANDBOOK/media/files/student-hub/placement... · 8.1 Health & Safety Checklist ... This Practice Placement Educator Handbook provides you with all the

PRACTICE PLACEMENT EDUCATOR

HANDBOOK

(Revised Edition)

September 2014

W Y C O T E

A collaboration between local occupational therapy services, University of Bradford, University of Huddersfield and Leeds Beckett University

West Yorkshi re Col laborat ion for Occupat iona l Therapy Educat ion

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HSS Faculty Office\PLACEMENT UNIT\WEBSITE FOLDER\Occupational Therapy\ht-occupationaltherapy-wycote-educator-handbook.doc

Contents

1. INTRODUCTION TO WYCOTE .......................................................................... 3

1.1 University of Bradford .................................................................................... 3

1.2 University of Huddersfield ............................................................................. 3 1.3 Leeds Beckett University ............................................................................... 3 1.4. Contact Details ............................................................................................. 4

2. HANDBOOK INTRODUCTION ........................................................................... 5

2.1. Role of the University ................................................................................... 6 2.2. Role and Responsibilities of the Practice Placement Coordinator (PPC) ..... 7 2.3. Role and Responsibilities of the Practice Placement Educator (PPE) ......... 7 2.4. Student Responsibilities ............................................................................... 8

2.5. Allocation Process for Students and Educators ........................................... 9 3. COURSE OVERVIEW ...................................................................................... 10

3.1. University of Bradford ................................................................................. 10 3.2. University of Huddersfield .......................................................................... 16 3.3. Leeds Beckett University ............................................................................ 24

4. PRACTICE PLACEMENT EDUCATION OVERVIEW ...................................... 30

4.1 Practice Placement Calendar / Timeline ..................................................... 30 4.2 University of Bradford .................................................................................. 31

4.3 University of Huddersfield ........................................................................... 32 4.3 Leeds Beckett University ............................................................................. 34

5. PRACTICE PLACEMENT EDUCATION LEARNING OUTCOMES .................. 35

5.1 University of Bradford .................................................................................. 35 5.2 University of Huddersfield ........................................................................... 37

5.3 Leeds Beckett University ............................................................................. 41 6. ASSESSMENT OF STUDENT PERFORMANCE ............................................. 43

6.1 Introduction ................................................................................................. 43

6.2 Stages of Development ............................................................................... 45 6.3 Scoring the CBFE ....................................................................................... 46

6.4 Additional Scoring Information .................................................................... 46 6.5 Development Learning Objectives .............................................................. 47 6.6 Example of learning objectives using core competencies ........................... 48

7. PRACTICE PLACEMENT PROCEDURES ..................................................... 50

7.1. Prior to practice placement ........................................................................ 50 7.2 During Practice Placement .......................................................................... 50

8. WYCOTE PRACTICE PLACEMENT FORMS ................................................. 55

8.1 Health & Safety Checklist ........................................................................ 55

8.2 Resource Checklist .................................................................................. 56 8.3 Induction Checklist ................................................................................... 57 8.4 Student Practice Placement Evaluation ................................................... 58 8.5 Supervision Record .................................................................................. 59 8.6 Time Sheet .............................................................................................. 60

8.7 Practice Placement Visit Record .............................................................. 61 9. REFERENCES ................................................................................................ 63

10. APPENDIX 1................................................................................................... 64

10.1. Peer Supervision in Clinical Placements .................................................. 64

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1. INTRODUCTION TO WYCOTE

In June 2003 a proposal was submitted to the West Yorkshire Workforce Development Confederation for the development of a range of opportunities in West Yorkshire to enable local individuals to qualify as an Occupational Therapist. The development was influenced by the shortage of Occupational Therapists at all levels within the region, which is greater than the National average. It had also been recognised that Occupational Therapy services in the region found it difficult to recruit Occupational Therapists who reflected the diversity of the population they served. The West Yorkshire Workforce Development Confederation accepted that local educational provision for pre-registration Occupational Therapists would draw more readily on a pool of local students to meet the shortage of qualified staff, so that the student population reflects more closely the characteristics of the local population. It is hoped that the graduates will be more likely to take up posts within West Yorkshire. From this has emerged the West Yorkshire Collaboration for Occupational Therapy Education (WYCOTE). The collaboration includes Leeds Beckett University, the University of Bradford and the University of Huddersfield, as well as local occupational therapy services. Working closely within the collaboration each University has developed its own Occupational Therapy Programme as follows:

1.1 University of Bradford Undergraduate three year full time programme, entry cohort of 20, September start.

1.2 University of Huddersfield Undergraduate three year full time programme, entry cohort of 16, September start.

1.3 Leeds Beckett University Postgraduate two year full time accelerated programme, entry cohort of 20, January start.

Practice placements are a key part of all Health and Social care professional programmes. Practice learning focuses on the services needed by patients, putting the service user/patient at the centre of the student’s learning experience. The Local Education and Training Board (LETB) contracts with Higher Education Institutions (HEIs) - and, through the Learning and Development Agreement (LDA) with placement providers, ensure the quality of learning opportunities provided for students. Information about the LDA can be found at: http://yh.hee.nhs.uk/education-training/learning-and-develpoment-agreement-lda/

http://yh.hee.nhs.uk/education-training/learning-and-develpoment-agreement-lda/

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1.4. Contact Details Administration All initial queries, particularly administrative queries, should be addressed to the WYCOTE Practice Placement Administrator. WYCOTE Practice Placement Administrator

Leeds Beckett University Faculty of Health & Social Sciences Practice Learning & Employability Unit Calverley, CL605 Leeds, LS1 3HE

Telephone Email Web

0113 812 9232 [email protected] http://www.leedsbeckett.ac.uk/hss/about_us_practice_placement_unit.htm

Enquiries For queries about the details of specific placement learning outcomes or for further information about individual modules or individual courses more generally please contact the relevant person detailed below. University of Bradford Susan Jackson Lecturer / Practice Placement Co-ordinator

University Of Bradford Division of Allied Health Professions, Room 3.19 Richmond Road Bradford, BD7 1DP

Telephone Email Web

01274 235124 [email protected] www.bradford.ac.uk/health

University of Huddersfield Joanne Stead Senior Lecturer / Practice Placement Co-ordinator

School of Human and Health Sciences University of Huddersfield Ramsden Building, Queensgate Huddersfield, HD1 3DH

Telephone Email Web

01484 473769 [email protected] www.hud.ac.uk

Leeds Beckett University Mandy Graham Senior Lecturer / Practice Placement Co-ordinator

Leeds Beckett University Faculty of Health & Social Sciences Portland Building, Floor 6 Leeds, LS1 3HE

Telephone Email Web:

0113 812 5634 [email protected] www.leedsbeckett.ac.uk

mailto:[email protected]

http://www.leedsbeckett.ac.uk/hss/about_us_practice_placement_unit.htm

http://www.leedsbeckett.ac.uk/hss/about_us_practice_placement_unit.htm


http://www.bradford.ac.uk/health


http://www.hud.ac.uk/


http://www.leedsbeckett.ac.uk/

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2. HANDBOOK INTRODUCTION

This Practice Placement Educator Handbook provides you with all the information you need to provide students with an effective learning opportunity. It includes background information about the development of occupational therapy education at the University of Bradford, University of Huddersfield and Leeds Beckett University. It provides an overview of the courses, modules, placements and documentation. The management of Occupational Therapy practice placement education takes a regional perspective within the context of the West Yorkshire Collaboration for Occupational Therapy Education. An understanding is in place between the university and practice placement providers, which will include the roles and responsibilities of all parties. This will includes the duty of all parties to ensure that relevant information, which impacts on practice placements, is shared in a timely manner. In addition, students will be provided with an explanation of their responsibilities in relation to practice placement education and what they can expect of practice placement providers and the relevant University. A detailed record is maintained for each individual student which will document his/her practice placement education experiences over the duration of the course. As part of the practice placement education allocation process, and as part of the on-going quality monitoring and enhancement process, each placement will be asked to provide information on a regular basis which demonstrates that the practice placement meets Health Professions Council (HPC) and College of Occupational Therapists (COT) guidelines. This information will include:

The number of HPC registered staff eligible to act as practice placement educators.

Procedures in place to ensure that the placement is a safe environment and that safe and effective practice takes place.

Presence of equal opportunities and anti-discriminatory policies, including procedures for implementation and monitoring.

Student access to appropriate resources to fulfil their learning outcomes.

The type of learning experiences available to students.

Procedures in place to ensure that a range of learning and teaching methods are available for students and how these respect the rights and needs of patients, clients and colleagues.

Procedures in place to support students who have special needs. An on-going programme of education and support for Occupational Therapy Clinicians who are responsible for educating students in practice settings is in place in conjunction with local Occupational Therapists, based on work already undertaken. This will include:

Information about the philosophy, structure and content of the courses generally, as well as the practice aspects.

Introduction to, and use, of the Competency Based Fieldwork Evaluation for Occupational Therapists (Bossers, Miller, Polatajko, & Hartley, 2002).

Other continuing professional development opportunities related to practice education and Occupational Therapy theory and practice.

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Support is available to practice placement educators through a variety of means, such as telephone, email and/or visits.

The Healthcare Placements (PPQA) website www.healthcareplacements.co.uk is a support tool used to quality assure all Allied Health Profession placements. The database contains details of eleven Higher Education Institutions (HEIs), student programs/professions, trusts/organisations and placement names and is an on-line tool that provides robust and accessible data for a range of stakeholder requirements regarding the quality of practice learning experiences for healthcare students from the West Yorkshire universities. The PPQA Link Practice Learning Facilitators (PLFs) are the point of contact for any queries regarding the PPQA website and processes from their PLF colleagues. If they are unable to assist immediately, they will seek assistance from one of the other PPQA Link PLFs, Fiona Bates, or the Database Administrator. They support the development and implementation of the quality assurance standards for practice placements and ensure the PLF Contact Details document is always up to date for their team. For more information regarding the use of the website please see page 55 of this handbook.

2.1. Role of the University The University will:

Keep the practice placement educators informed of any changes to placements and within the course which may affect the running of the placement.

Provide the name and contact number for the specific University Educator who liaises with their area. A contact number for emergency situations shall also be provided.

To provide support to educators in identifying/assisting students with special needs.

To negotiate placements on an annual basis and inform practice placement educators of late changes.

Identify contacts and mechanism for contacting the appropriate university in routine and exceptional circumstances.

Appropriate support for the students on practice placement via telephone, e-mail or face to face contact.

To ensure that the student has the opportunity to fulfil the requisite number of hours of practice placement education across a wide range of settings.

To provide on-going education and support for Practice Placement Educators.

Establish mechanisms for communication/consultation with Practice Placement Educators on changes and developments which might affect practice placement education.

Establish processes for accreditation, monitoring and evaluation of the practice placement as an appropriate learning environment for pre-registration students.

Supervision and management of assessment of students on elective practice placements, including those undertaken overseas.

A range of training and updating events will take place for practice placement educators. For information please see the website: http://www.leedsbeckett.ac.uk/hss/about_us_EducatorsCourses.htm

http://www.healthcareplacements.co.uk/

http://www.leedsbeckett.ac.uk/hss/about_us_EducatorsCourses.htm

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2.2. Role and Responsibilities of the Practice Placement Coordinator (PPC)

To be responsible for practice placement coordination within an organisation.

To identify, in collaboration with Head of Service/relevant managers, the numbers and type of placements which can be offered by the organisation.

To liaise with Universities regarding practice placement requests.

To identify potential Practice Placement Educators and match requests to educators.

To complete relevant documentation, records and administration.

To provide feedback and monitoring information to the Head of Service/relevant managers.

To act as a link between the Universities and the Practice Placement Educators and team managers.

To attend meetings and working groups established by the Universities to develop the quality of practice placements.

To ensure the provision of support, education and development for Practice Placement Educators within the organisation.

To assist with the evaluation of the Universities procedures, documentation and support.

To attend relevant training and information sessions provided by the universities to disseminate information to Practice Placement Educators.

[OT Leeds, September 2005]

2.3. Role and Responsibilities of the Practice Placement Educator (PPE) To liaise with the appropriate University Practice Placement Coordinator and

Placement Unit Admin Officer.

Preparatory information sent to students should contain details about the service, security and transport procedures and reimbursement of expenses etc.

Mechanisms are in place to support students with diverse needs to ensure compliance with the Special Educational Needs and Disability Act (2001).

To accommodate disability needs as possible and appropriate.

To ensure that a placement resource file is available this includes relevant policies and procedures e.g. Health and Safety, Risk and Workload Management, Learning Opportunities etc.

To liaise with the University regarding aspects of the Programme on which they would like clarification.

To help the student identify the learning outcomes required for the placement.

To encourage and develop clinical reasoning.

To enable the student to develop links between theory and practice.

To provide the student with opportunities necessary to achieve the learning outcomes of the module.

To ensure there is regular dialogue on performance, and one hour of dedicated supervision per week.

To assist in identification of available resources for learning.

To ensure the student is competent prior to reducing the level of supervision of any skills.

To complete a formative and summative assessment.

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To discuss formative and summative assessment and comments with the student and University Educator if necessary.

To encourage the student to evaluate and reflect on their performance throughout the placement and to record this information within the student’s portfolio.

To notify the University Practice Placement Co-ordinator, or other available University staff of any concerns regarding the student, particularly relating to failing competencies at the half way stage of the placement.

If concerns are grave or if unforeseen circumstances occur which have the potential to inhibit the student meeting the professional practice outcomes the PPE should notify the University immediately.

2.4. Student Responsibilities Professional Conduct During all practice placements, students will be required to adhere to the College of Occupational Therapists Code of Ethics and Professional Conduct for Occupational Therapists and the Health Professions Council Standards of Conduct, Performance and Ethics. Part of the formal assessment process will include the practice placement educator assessing, on a weekly basis, whether or not the student has adhered to these guidelines. If a student does not follow these professional guidelines he/she is likely to fail that placement immediately. Hours Each student will complete a daily time sheet during each placement. This time sheet must be signed off weekly by the Practice Placement Educator and submitted to the Student Administrator at the end of each placement. Student Evaluation of Practice Placements All students should provide informal feedback, both positive and constructive, to his/her Practice Placement Educator throughout the placement. At the end of each practice placement, students will also have the opportunity to evaluate the placement and provide feedback to the University. Students must complete an on-line practice placement evaluation for each placement. The website address is: www.healthcareplacements.co.uk. This website also contains the placement profiles where available.


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2.5. Allocation Process for Students and Educators

Practice Learning & Employability Unit to send details of offers to the Academic Placement Coordinator and allocate

students accordingly

Trusts return the placement offers to the Practice Learning &

Employability Unit

Educators who have been allocated a student are sent a confirmation email and handbook by the WYCOTE Practice Learning Administrator

as well as an allocation sheet with contact details of their student

Details of required placements sent to Trusts

Student contacts Coordinator and Educator via email for further details of their placement,

following this up in writing.

Allocation forms are created and sent to the HEI to inform students of their allocations

Practice Learning & Employability Unit advises Trusts whether they have been

allocated a student.

Practice Learning & Employability Unit writes to Educators who have not been allocated a

student to advise them of this and ask to keep their offer as a reserve if needed

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3. COURSE OVERVIEW

3.1. University of Bradford Aims and Learning Outcomes of the Course The Occupational Therapy programme uses a diverse range of teaching, learning and assessment strategies that reflect the diversity of the student population, with students engaging in a wide variety of experiential learning opportunities, to promote the integration of theory and practice. The programme itself has a focus on the use of creative therapies as an intervention in Occupational Therapy and uses such media within its teaching strategies. This varied approach to teaching and learning seeks to facilitate the all-round development of a competent Practitioner. In year one students gain an understanding of how occupation impacts on health and experience and will share learning with other disciplines in the School. During year two there is an emphasis on the enhancement of occupational performance and Occupational Therapy skills and this is developed in year three when students will increasingly focus on the critical evaluation and analysis of Occupational Therapy practice. Year One Principles of Collaborative Professional Practice Module Credit: 20 Aims: To develop self-aware, collaborative healthcare students who are able to communicate effectively in team situations, valuing the contribution of others, and responding appropriately to diversity. Learning Outcomes: 1. Knowledge & Understanding On successful completion of this module students will be able to:

Outline the roles of different Health and Social Care professions and how they work together.

Evaluate the factors that can enhance and inhibit effective team working.

Evaluate the principles of and barriers to effective communication. 2. Subject-Specific Skills On successful completion of this module students will be able to:

Self-evaluate the attributes required of a collaborative, practice ready, health care practitioner.

Apply communication and team-working skills in interpersonal relations with professional colleagues, service providers, service users and their carers.

Reflect on application of communication theory in practice settings with clients/carers and professionals.

3. Personal Transferable Skills On successful completion of this module students will be able to:

Apply reflective techniques to the development of your own learning.

Communicate effectively, in verbal and written forms, making sure that the meaning is always clear.

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Demonstrate personal learning skills in an e-Portfolio including use of IT, academic writing and referencing.

Occupational Beings in Context Module Credit: 40 Aims: To develop understanding and appreciation of the factors and barriers that affect health, wellbeing and occupational performance, engagement and functional ability across the lifespan. Learning Outcomes: 1. Knowledge & Understanding On successful completion of this module students will be able to:

Identify the intrinsic and extrinsic factors relating to health and wellbeing that prevent people engaging in occupational roles and function.

Discuss the role of current health and social care developments in addressing aspects of ill health, the promotion of health, and restoring health and functional performance.

Recognize the relevance and value of developing therapeutic relationships with service users.

2. Subject-Specific Skills On successful completion of this module students will be able to:

Discuss the possible causes of reduced occupational engagement and performance in people and the importance of opportunities for promoting, maintaining and restoring health and wellbeing.

Develop skills of professional reasoning. 3. Personal Transferable Skills On successful completion of this module students will be able to:

Develop and apply a range of communication skills.

Utilize IT skills to search, collate and present information.

Apply a range of study skills.

Use effective group work and presentation skills. Occupational Well-Being, People and Populations Module Credit: 20 Aims: To enable students to understand and appreciate how the environment, culture, and political influences affect peoples' occupations and roles, and how health, well-being and occupation relate to the profession of Occupational Therapy, from the perspective of individuals through to communities. Learning Outcomes: 1. Knowledge & Understanding On successful completion of this module students will be able to:

Apply knowledge of statutory and non-statutory services to address issues

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and aspects of ill health and reduced well-being.

Develop understanding of health as a human experience in relation to individual, society and global aspects, and its relationship to people's engagement in occupations and roles across the lifespan.

Discuss the many aspects which can cause and affect the health and well-being of individuals and populations.


Articulate and demonstrate understanding of occupation as it relates to health, well-being and personal development in a wide variety of contexts for individuals and groups.

Recognise the benefits of healthy body and mind on occupation and occupational performance.


Gather relevant information using a wide variety of sources, and present ideas and evidence in a well-structured and coherent manner.

Demonstrate use of initiative and adherence to codes of conduct and behaviour as professional body regulations.

Professional Knowledge, Values and Beliefs Module Credit: 30

Aims: To develop students' knowledge, values and beliefs about the Occupational Therapy profession and develop their professional skills.

Learning Outcomes:

1. Knowledge & Understanding On successful completion of this module students will be able to:

Discuss the nature and value of therapeutic relationships and the relevance of self within practice.

Apply knowledge of the complex interactions and relevance of the person, the environment and occupation.


Develop understanding of Occupational Therapy as it relates to health, well-being and personal development in a wide variety of contexts.

Utilize professional codes of conduct, ethics and professional standards of proficiency to demonstrate safe and efficient practice skills.

Discuss Occupational Therapy's values, beliefs and historical development and relate to current practice.

Employ the ability to utilize activity as a therapeutic tool.


Use appropriate verbal, nonverbal and electronic communication within the context of team work and enquiry based learning.

Reflect on professional skills and knowledge to enhance personal and

professional development and effectiveness.

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Year Three

The Competent Practitioner Module Credit: 10 Aims: To demonstrate how personal and professional developments in knowledge and skills have related to the quality of professional practice and service delivery as an Occupational Therapist.

Learning Outcomes:


Identify the skills required in management of staff and students, according to accepted standards and codes.

2. Subject Specific Skills On successful completion of this module students will be able to:

Reflect on the implications of current Policies and Legislation which influence quality of service and professional practice.

Identify the ethical, legal and professional issues and dilemmas which can occur in practice and the appropriate actions to respond to these.

Discuss concepts and principles of user involvement.


Analyse statistical and other data.

Use knowledge, experience and research to enhance professional practice.

Evaluate personal strengths and weaknesses in relation to own professional practice.

Responsibility and Accountability in Professional Practice Module Credit: 10

Aims: To critically examine legal, ethical, cultural and professional issues associated with professional practice; the roles and responsibilities of the accountable Practitioner within the context of inter-professional health care delivery.

Learning Outcomes:


Critically discuss current legal, ethical and cultural theories that impact on the provision of inter-professional, person-centred, Health and Social Care.

Evaluate strategies for the promotion of equal opportunities, anti-

discriminatory practice and empowerment.

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2. Subject Specific Skills

On successful completion of this module students will be able to:

Critically analyse the legal, ethical, cultural and professional implications, responsibilities and boundaries within the context of professional accountability.

Evaluate personal strengths and weaknesses in relation to own professional practice.


Evaluate personal, professional and organisation accountability.

Takes responsibility for eliciting information, through working with others and problem solving.

Evidence-Based Guidelines Module Credit: 20

Aims: To enable the student to develop the necessary skills to apply evidence from sound clinical research to Occupational Therapy practice.

Learning Outcomes:


Discuss evidence-based healthcare in relation to Occupational Therapy practice.

Critically appraise research and evidence based practice.

2. Subject Specific Skills On successful completion of this module students will be able to:

Develop guidelines and be able to discuss possible methods of implementation and audit.


Identify methods for finding research evidence

Undertake critical appraisal of relevant literature.

Analyse statistical and other data.

Evaluate personal strengths and weaknesses in relation to group working.

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Research Proposal

Module Credit: 20

Aims: To enable the student to develop practical experience of research design, research planning and proposal writing. To consolidate problem solving and critical analysis skills and to consolidate presentation skills.

1. Learning Outcomes On successful completion of this module students will be able to:

Develop a comprehensive research proposal including full research protocol.

Demonstrate selection of appropriate research method and data collection strategy, and identify suitable approach for data analysis. Demonstrate critical evaluation skills and the ability to apply a problem solving approach to a research question.

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3.2. University of Huddersfield Aims and Learning Outcomes of the Course The BSc (Hons) Occupational Therapy is designed to meet the needs of those who wish to become Health and Social Care professionals working with people to improve their quality of life and health through the use of meaningful occupation. The course emphasises the range of settings that Occupational Therapists practice in, across Health and Social Care, focusing on therapeutic intervention with a wide variety of health issues, chronic disabling conditions, or those who are marginalised and socially excluded. It is a vocational degree course designed to provide students with the knowledge, skills and attitudes required to meet the requirements of the Health Professions Council (HPC) for Registration, the requirements of the College of Occupational Therapists (COT) for membership, and the academic requirements of the University of Huddersfield for the award of a Bachelor of Science with Honours. The course aims to ensure that students achieve the academic and practitioner standards as laid out in the QAA Benchmark Statement relevant to Occupational Therapy. The Main Aims of the Programme are to:

Develop academic ability and professional competence enabling students to meet the requirements of the College of Occupational Therapists and registration with the Health Professions Council as an Occupational Therapist.

Extend the development of intellectual skills to facilitate critical enquiry and an analytical approach to practice.

Develop skills of professional leadership by enabling students to anticipate, influence and respond to changes in Policy and Legislation affecting Health and Social Care delivery.

Develop awareness of and sensitivity to the benefits and challenges inherent within multi-disciplinary and inter-agency practice.

Encourage and support students to use knowledge, skills and reflection to inform personal and professional development in order to foster a commitment to lifelong learning.

Develop personal and professional skills, attitudes and values that enable students to work in collaboration with people in order to enhance their quality of life recognising and responding to individual needs, circumstance and aspirations.

Learn to work alongside a range of Health and Social Care professionals in order to develop their professional identity within an inter-disciplinary context and in non-illness focussed contexts.

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Year One Context of Occupation and Practice Module Credit: 40 This module will provide students with the opportunity to consider the key concepts and philosophy of Occupational Therapy in addition to the contextual influences on occupational performance and occupational therapy. They consider the theories of occupation, the emerging role of occupational science and their influence on practice. Additionally the students explore the environmental and cultural influences on occupational performance and then broaden studies to include wider socio-political issues including occupational issues of communities and populations. Drivers influencing the current delivery of Occupational Therapy including interagency and inter-professional team working will be addressed along with an introduction to some of the current issues affecting current Occupational Therapy practice. The students are expected to engage with the module material in a reflexive way and will be given opportunities to develop your reflective skills. Fundamental to both aspects of this module is placing the client at the centre of Occupational Therapy practice.

Upon Successful Completion of the Module the Student will be able to:

Discuss environmental and cultural influences (global and local) which shape occupational performance and influence health.

Discuss inter-professional and interagency team work.

Describe how and why various contexts influence Occupational Therapy practice.

Discuss the form, function and meaning of occupation.

Apply the Occupational Therapy process.

Discuss client-centred practice in relation to Occupational Therapy intervention.

Relate a range of theories and models of Occupational Therapy practice.

Work as a team member displaying attitudes that promote effective team working.

Health, Occupational Performance and Disruption Module Credit: 40 This module will explore health from an occupational perspective, including the relationship between health and occupation. You will be introduced to the structure and function of the human body along with the underlying physiological and psychological processes supporting healthy human behaviour. Building upon these concepts, you will explore physiological and psychosocial factors which can affect occupational performance and will be introduced to a range of Occupational Therapy assessment methods. Risk assessment and safe patient handling practice will also be considered. Upon Successful Completion of the Module the Student will be able to:

Outline the structures and explain the functions of the human body which support occupational performance.

Define and discuss the relationship between occupation and health.

Discuss how physiological, psychological and social changes and challenges affect occupational performance.

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Identify appropriate methods of assessing occupational performance and identifying risk.

Recognise Identify and describe factors which facilitate occupational performance.

Identify and describe factors which inhibit occupational performance

Demonstrate the ability to carry out an appropriate baseline occupation based assessment.

Demonstrate safe handling of a client. Professional Development & Research 1 Module Credit: 20 The research element of the module will introduce students to the role of research and evidence based practice within health and the types of research undertaken. Students are introduced to literature searching using electronic databases, academic writing skills and the University of Huddersfield Harvard referencing system. They explore how to evaluate published research and the concept of ethics within health care research. The professional development element of the module will encourages students explore issues of lifelong learning and continuing professional development that underpin the essential skills needed in order to understand registration requirements of their professional bodies The module with enables students to develop and use a variety of transferable skills including lifelong learning and reflective practice. They are encouraged to evaluate and reflect upon their strengths and limitations and therefore identify areas for development in order to function effectively as autonomous practitioners. Upon Successful Completion of the Module the Student will be able to:

Demonstrate knowledge of continuing professional development and lifelong learning.

Demonstrate knowledge of and distinguish between different approaches to research including ethical considerations affecting the same.

Demonstrate the ability to evaluate the development of own professional skills and study skills through reflection.

Demonstrate skills in describing published research using research terminology.

Practice Based Experience 1 Module Credit: 20 The module will introduce students to a variety of occupational therapy practice settings in order to develop practical skills and apply them in practice. The module will identify appropriate professional behaviour and standards that you will be expected to demonstrate in the practice setting and you will develop an understanding of safe systems of work in order to demonstrate safe practice. The module will give opportunity to consider the nature and development of therapeutic relationships, inter-professional working and communication strategies involved. Within a supervised practice environment students apply, integrate and build upon knowledge, skills and therapeutic techniques learned as a result of other modules on the course.

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Interprets knowledge and demonstrates an understanding of professional issues related to occupational therapy.

Manages effective therapeutic relationships with clients and carers in a variety of situations.

Demonstrates an awareness of the occupational therapy role in relationship to other professions.

Considers the individuality, well-being and safety of clients, colleagues and self in preparation for the workplace and adheres to the Code of Ethics and Professional conduct (College of Occupational Therapists,2010).

Recognises client difficulties as a result of occupational disruption.

Identifies and carries out appropriate functional assessments with selected clients.

Year Two Enhancing Occupational Performance for Individuals and Groups Module Credit: 40 This module will build upon knowledge and skills developed in earlier modules and provide opportunities to explore in greater depth issues of assessing and enhancing the occupational performance of individuals and groups. There will be opportunity to review the ethical, legal and policy framework effecting service delivery. Students develop practical therapeutic skills in planning, implementing and evaluating Occupational Therapy within a range of settings to promote the health and well-being of people with a variety of occupational needs which will be underpinned by analysis of the evidence base. Upon Successful Completion of the Module the Student will be able to:

Evaluate pertinent research relating to the enhancement of occupational performance for individuals and groups and use this to inform practice.

Plan and evaluate a range of assessment, planning, and intervention approaches to enhance the occupational performance of individuals and groups.

Evaluate the impact of ethical issues, guidelines and legislation and policies on the delivery of occupational therapy.

Deliver interventions to improve/maintain people’s capacities and abilities, modifying a range of environments and contexts to enhance occupational performance of individuals and groups.

Research 2 Module Credit: 20 The aim of this module is to further develop knowledge of research studied at Foundation Level, specifically to develop the knowledge of research principles related to practice. It also prepares students to undertake an area of research in year 3. The emphasis will be on the range of methods that are currently used within both formal research and the evaluation of practice. It is expected that students learn about data collection and analysis in relation to qualitative and quantitative research, systematic reviews and audit.

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Ethical, political, financial and other constraints, which might impinge on the research process, will also be addressed. Upon Successful Completion of the Module the Student will be able to:

Understand the suitability and appropriateness of different research methods.

Apply and understand analytical methods appropriate to different types of data.

Know and understand ethical issues arising out of research involving human participants.

Develop a research proposal. Inter-Professional Learning in Context Module Credit: 20 This module will introduce students to inter-professional working (IPW). Drawing on experience from practice they gain a theoretical understanding and explore enablers and inhibitors to inter-professional working in practice. Students achieve this through conference attendance and directed online activities. Students from a range of health courses will participate in the module including midwifery, operating department practice, physiotherapy and podiatry. Upon Successful Completion of the Module the Student will be able to:

Analyse and explain the policy context of inter-professional working.

Recognise the factors that enable and inhibit inter-professional working and collaborative working with service users and carers.

Apply the concepts and principles of inter-professional working to your own profession.

Analyse your professions role in inter-professional working.

Demonstrate the ability to work and present in a group. Practice Based Experience 2A Assessment and Implementation The focus of this module is client-based assessment and the application of a range of therapeutic skills within a restricted caseload. Students have the opportunity to work in one of a number of practice environments. Examples might include activities of daily living assessments, equipment prescription and provision, facilitating an occupational based group session or conducting a simple outcome measure. Students use a range of Occupational Therapy interventions that support clients in achievement of their personal goals and begin to work with other members of the wider health/social care team, building upon communication and other personal skills. Upon Successful Completion of the Module the Student will be able to:

Apply an understanding of dysfunction and its effect on occupational performance.

Discuss the assessment and management of selected individuals, groups or communities.

Select and apply functional assessments with selected individuals, groups or communities.

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Recognise from the assessment process, appropriate client centred interventions.

Apply specific interventions with selected individuals, groups or communities.

Liaise with members of the wider Health and Social Care team. Practice Based Experience 2B Assessment, Implementation, and Evaluation In this module students apply skills in a wider variety of contexts and will take a greater degree of responsibility for the overall care of clients. They engage more explicitly with the wider multi-disciplinary team. Upon Successful Completion of the Module the Student will be able to:

Apply understanding of dysfunction and its effect on occupational performance to a broad range of, individuals groups, or communities.

Select and justify an appropriate range of functional assessments and interventions to a broad range of individuals, groups or communities.

Carry out functional assessments with a broad range of individuals, groups or communities.

Carry out a range of interventions with a broad range of individuals, groups or communities.

Evaluate the assessment and management of a broad range of individuals, groups or communities.

Work collaboratively with members of the wider multi-disciplinary and inter-professional team.

Year Three Consolidating Occupational Therapy Practice Module Credit: 20 This module provides opportunities to develop further, critical understanding of the theories, principles and concepts underpinning current practice within Occupational Therapy practice. Using scenario based learning students adopt an enquiry based, critical evaluation of the theoretical and practical approaches to working with individuals, groups, communities and populations. Upon Successful Completion of the Module the Student will be able to:

Evaluate strategies utilised in the management of individuals, groups, communities and populations across areas of Occupational Therapy practice.

Critically review the evidence base to support current management strategies.

Effectively demonstrate reference to published research in order to support clinical reasoning.

Demonstrate clear, accurate and reliable communication skills showing graduate scholarship.

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Practice Based Experience 3

Module Credit: 30

In this module students move towards independent professional practice through personal management of an increasing caseload with a wide range of clients. Students work with a wide range of clients with complex and challenging needs and, where possible, contribute to the management of Therapy Assistants and other non-qualified personnel students are expected to work effectively as part of the inter-professional team. Practice placement opportunities may be available within NHS, Social Care or non-traditional settings.


Critically evaluate the complexities and challenges of delivering client care within Health and Social Care organisations, and third sector organisations.

Evaluate the complexities of inter-professional working.

Initiate, carry out and evaluate activities which promote the wider development of the placement environment.

Work collaboratively with client and colleagues from diverse and ethnic groups.

Work collaboratively with the multidisciplinary and inter-professional team.

Manage a small caseload within the placement setting to include planning, arranging, implementing and evaluating programmes.

Widening Occupational Therapy Practice Module Credit: 40

This module enables students to focus in depth on a chosen area of Occupational Therapy practice in a wide variety of contexts. Through spending time in a practice setting, they will formulate a critique of the existing service provision evaluating the impact of local and national professional and policy drivers on the chosen context.

They will present a proposal which could contribute to the quality enhancement of the service with reference to detailed local understanding of the service and context, available published evidence and change management theory. They will also extend the concepts introduced earlier in the course enabling students to make a smooth transition into professional practice. Students will consider a range of business skills to compliment the practical skills they have developed within a commissioning environment. The learning and assessment from this module will contribute to the development of the students’ professional development plan.


Evaluate a practice setting in an organisational context.

Critically evaluate factors influencing current policy and professional agendas relevant to an aspect of Occupational Therapy practice.

Critically evaluate a particular practice setting in the context of published evidence.

Apply change theory to a particular Occupational Therapy context.

Apply business acumen regarding a specific area of Occupational Therapy practice.

Produce a professional report using the structural guidance given.

Critically evaluate the students own professional development and commitment to Continuing Professional Development.

Work in an inter-professional and or an interagency context.

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Research 3

Module Credit: 30

The aim of this module is for students to undertake an area of research which will be a collaborative project using one of a variety of approaches namely; Qualitative/ Quantitative, a review of literature undertaken in a systematic way or audit within a field related to healthcare:

To enable you to identify a specific research question, review the literature in that area, select and justify a particular methodology and associated set of research techniques.

To enable you to demonstrate a critical understanding of the ethical implications of research/ involving human participants within the context of the research.

To develop your team-working skills through interdisciplinary group work and demonstration at the Student conference, either by poster defence or verbal presentation.

To enable students to produce a dissertation that will be concise, appropriately structured, fully referenced and presented to professional standards.

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3.3. Leeds Beckett University Aims and Learning Outcomes of the Course The MSc Occupational Therapy (Pre-registration) course takes a view of occupational therapy which is congruent with the original philosophy of the profession, as it has been refined over the years. The current World Federation of Occupational Therapists (2004) definition of occupational therapy conveys the broader view of the profession.

“Occupational therapy is a profession concerned with promoting health and wellbeing through occupation. The primary goal of occupational therapy is to assist people to participate in the activities of everyday life. Occupational therapists achieve this outcome by enabling people to do things that will enhance their ability to participate or by modifying the environment to better support participation. Occupational therapists have a broad education that equips them with skills and knowledge to work collaboratively with individuals or groups of people who have an impairment of body structure or function due to a health condition, and who experience barriers to participation. Occupational therapists believe that participation can be supported or restricted by the abilities of the individual, the characteristics of the occupation or the physical, social, attitudinal and legislative environments. Therefore, occupational therapy practice may be directed to changing the person, the occupation, the environment, or some combination thereof to enhance participation.”

The aim of the MSc Occupational Therapy (Pre-registration) programme is to enable students to become competent occupational therapists who are clinical scholars with the necessary skills, knowledge and attitudes to develop, deliver and evaluate traditional and innovative occupational therapy services in a range of settings. The concept of clinical scholars encapsulates the diversity of roles the course aims to prepare students to fill;

“Clinical scholars are characterized by a high level of curiosity, critical thinking, continuous learning, reflection and the ability to seek and use a spectrum of resources and evidence to improve effectiveness of clinical interventions. They consistently bring a spirit of inquiry and creativity to their practice to solve clinical problems and improve outcomes.” (Sigma Theta Tau International, 1999, p4)

The specific learning outcomes for the course are framed using the essential areas of knowledge, skills and attitudes for competent practice at the graduate level (see Figure 1, World Federation of Occupational Therapists, 2002). In each area learning outcomes are presented for knowledge, skills and attitudes.

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Knowledge,

Skills and Attitudes

for Competent Practice

Professional

Reasoning and

Behaviour

Occupational

Therapy

Process

Context

of

Practice

Therapeutic

and Professional

Relationships

Person-

Occupation-

Environment

Relationship

and Health

Figure 1. Essential areas of knowledge, skills and attitudes for competent practice at the graduate level (World Federation of

Occupational Therapists, 2002).

The educational approach used in the course is problem-based learning. Problem-based learning, as viewed here, is not a tool to be used to facilitate learning, but a philosophy and overarching approach to learning, teaching, and assessment. As such, all learning opportunities offered to students on this course will be done so in the context of problem-based learning. In problem-based learning students are presented with real-world ‘problems’ which provide the motivation and context for learning. It is different from other approaches primarily because the problem is presented first rather than the knowledge academics assume is necessary in order for students to solve problems. Year One Working and Learning Together (WLT) No credits This is an interdisciplinary shared induction programme with occupational therapy and physiotherapy students. This experience sets the scene for future shared learning on the course and prepares students for working with each other, and other professionals, in practice. It offers an early opportunity for professional socialisation and the development of group and team working skills as well as providing an introduction to problem based learning. There are no assessments for this ‘module’.

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Contributing to Professional Knowledge One (CPK1) Module Credit: 20 Assessment: Research Proposal This integrated module enables students from both pre-registration programmes to demonstrate and enhance many Masters level attributes including: independence of thought, contemporary knowledge of research paradigms, critical appraisal of research evidence, critical evaluation and the ability to synthesise, apply and add to the body of the profession’s knowledge. Specifically for this module all students must:

Identify a topic which is relevant to their future profession, for investigation following a critical appraisal of appropriate literature and resources.

Prepare a research proposal for ethical submission which critically justifies the relevance and appropriateness of the chosen topic and methodology.


Critically argue and demonstrate knowledge and awareness of theoretical concepts related to research and research methodologies.

Critical appraise and synthesize contemporary research evidence in presenting an appropriate topic for investigation relevant to the OT/PT professions.

Demonstrate skills in critically arguing, justifying and applying an appropriate conceptual framework and research method to investigate the identified topic.

Be independent and confident in preparing an appropriate research proposal at master’s level.

Demonstrate skills in ensuring and applying appropriate ethical researching methods.

Because of the integrated nature of the programme and skills listed, below are both developed and assessed during the module:

Organisation and planning.

Communication e.g. concise writing skills.

Information/data collection.

Theory and principles.

Analysis.

Application and reflection.

Synthesis and evaluation.

Creativity.

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Year Two Occupation and Health: An Individual Perspective (LM2) Module Credit: 20 Assessment: Oral Presentation of Client Case Study This module draws on the modules covered so far and explores in greater depth the issues of assessing the occupational performance of individuals and the identification of barriers to participation. In addition students will further develop their skills in planning, implementing, and evaluating individualised intervention programmes for clients. This module will include a one week shared learning experience with MSc Physiotherapy (Pre-registration) students, as well as evaluation of the faculty-wide inter-professional learning. This module comprises of nine weeks of university based learning followed by a six week long (222 hours) practice placement module (practice placement module 2). The assessment for this module draws on both the experience gained on placement as well as the academic knowledge, skills and theories developed within the taught OIP module. Learning Outcomes Upon Successful Completion of the Module the Student will be able to:

Critically discuss and explore client centred assessment, identifying an evidenced based range of methods for assessing individuals and produces an occupation focused action plan.

Demonstrate and argue for a range of evidenced based intervention approaches suitable for individuals.

Demonstrate a sound and fully evidenced rationale incorporating occupational therapy clinical reasoning theories and models for ethical evaluation of therapy.

Use a range of evidence to develop programmes to improve/maintain an individual’s capacities and abilities, including skills in grading and adapting a range of occupations to meet client established need.

Plan, deliver and document Occupational Therapy intervention for individuals whilst demonstrating an understanding and respect of other team roles and responsibilities.

Critically apply a range of theories and models when undertaking and reflecting on own practice including Identifying opportunities to develop and enhance practice.

Demonstrate an understanding of the contribution occupational therapy can make to issues of health and well-being whilst valuing the uniqueness and autonomy of individuals.

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Occupation and Health: Groups and Communities (LM3) Module Credit: 20 Assessment: Service Proposal Report This module will draw on previous modules covered so far and will explore in greater depth the issues of assessing the occupational performance of groups and communities. Students will draw on their experience in a Role Emerging Placement (REP) which is imbedded within the module with one day attendance at the setting of the placement followed by full time attendance on the REP module. Students return to the University and this module for the final three further weeks for consolidation of what they have learnt and in order to prepare for the assessment. Learning Outcomes Upon Successful Completion of the Module the Student will be able to:

Critically analyse and apply approaches to assessment and intervention suitable for use with groups and communities.

Demonstrate the use of current evidence to identify opportunities for the development of innovative Occupational Therapy services.

Apply clinical reasoning theories and models to develop occupational focussed interventions which meet the contextual needs of the client group.

Demonstrate a commitment to an occupational perspective of humans and health by identifying the contribution Occupational Therapy can make to issues of health and well-being.

Transition into Practice (LM4) Module Credit: 20 Assessment: written reflection based on portfolio. This module starts with five weeks university attendance, preparing students to make the transition from student to graduate Occupational Therapist, followed by 10 weeks in practice. It consolidates knowledge from previous modules and covers topics such as, supervision, continuing professional development, and career development. Learning Outcomes Upon Successful Completion of the Module the Student will be able to:

Identify and argue for a range of strategies to maintain and enhance effective team working.

Demonstrate effective skills in interacting with a range of professional and other colleagues involved in service delivery and evaluation.

Recognise and create opportunities for the development of innovative Occupational Therapy services using current evidence to enhance service or practice delivery.

Critically explore and discuss theories of change in relation to systems and structures which influence current and future Occupational Therapy practice.

Analyse team dynamics and suggest strategies to enhance team performance, as well as contributing to the evaluation of intervention programmes and services as part of the team.

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Demonstrates commitment to lifelong learning as a means of continuing professional development and towards the on-going development of the profession and practice.

Effectively and critically debate and apply a range theories and models when undertaking and reflecting on own and others practice.

Course Conference No credits, formative assessment only The course conference takes place in the final week and is a clear marker for the end of the students’ journey to becoming an occupational therapist. The conference is a joint venture with the MSc Physiotherapy (Pre-registration) students and is open to local clinicians, managers, practice placement educators, university staff and other key stakeholders. Students present a poster of the work undertaken for the Contributing to Professional Knowledge module. There are no assessments for this ‘module’.

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4. PRACTICE PLACEMENT EDUCATION OVERVIEW

4.1 Practice Placement Calendar / Timeline

HEI

Course

Year 1 2 3 1 2 3 1 2

Yr of Entry 2014 2013 2012 2014 2013 2012 2015 2014 & 2013

25-Aug-14

01-Sep-14

08-Sep-14

15-Sep-14

22-Sep-14

29-Sep-14

06-Oct-14

13-Oct-14

20-Oct-14

27-Oct-14

03-Nov-14

10-Nov-14

17-Nov-14

24-Nov-14

01-Dec-14

08-Dec-14

15-Dec-14

22-Dec-14

29-Dec-14

05-Jan-15

12-Jan-15

19-Jan-15

26-Jan-15

02-Feb-15

09-Feb-15

16-Feb-15

23-Feb-15

02-Mar-15

09-Mar-15

16-Mar-15

23-Mar-15

30-Mar-15

06-Apr-15

13-Apr-15

20-Apr-15

27-Apr-15

04-May-15

11-May-15

18-May-15

25-May-15

01-Jun-15

08-Jun-15

15-Jun-15

22-Jun-15

29-Jun-15

06-Jul-15

13-Jul-15

20-Jul-15

27-Jul-15

03-Aug-15

10-Aug-15

17-Aug-15

12/01/2015 - 20/03/2015

26/01/2015 - 27/03/2015

04/05/2015 - 06/07/2015

Long Arm Supervision only required

H1B

(16)

5 w eeks

1 day pw

(Thurs)

H1A

(16)

5 w eeks

1 day pw

(Thurs)

SUMMER BREAK

LM1

(20)

6 w eeks

full time

intake: 2015

Long Arm Supervision only required LM3 5 weeks 1 day a week, 5 weeks full time REP

EASTER BREAK

LONG ARM SUPERVISION / PROJECTS

Long Arm Supervision only required HHT 1024 70 hrs negotiated between student & supervisor

H2B

(16)

6 w eeks

full time

H1C

(16)

5 w eeks

full time

Bradford Huddersfield Leeds Beckett

BSc

H2A

(16)

6 w eeks

full time

MSc

CHRISTMAS BREAK

H3A

(16)

8 w eeks

full time

B1A

(20)

6 w eeks

full time

BSc

B5B/B6C 10 weeks full time REP

B2A

(20)

6 w eeks

full time

B3B

(20)

7 w eeks

full time

B4A

(20)

8 w eeks

full time

Introductory

(20)

5 w eeks

1 day pw

(Wednesday)

LM4

(20)

10 w eeks

full time

intake: 2013

LM2

(20)

6 w eeks

full time

intake: 2014

Please note that the Bradford and Huddersfield student year commences in September and Leeds in January

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4.2 University of Bradford

Placement ID

Description

Introductory

Introductory Professional Practice Placement 5 weeks, 1 day per week This placement sits within the Professional Knowledge, Values and Beliefs module in semester one. It is designed to allow the students to begin to interpret theory in the context of practice. The placement is not formally assessed using the CBFE, but educators are required to complete a formative feedback form at the end of the fifth day. Students will be asked to consider issues taught in the module in relation to practice experience. Students should be encouraged to interact with service users and professionals as appropriate.

B1A

Professional Practice Placement 1 6 weeks, full-time This placement will give students their first experience of working alongside Occupational Therapists and will enable them to further their understanding of human development, occupational performance and occupational dysfunction. They will begin to appreciate the socio-economic and psychosocial factors which can affect occupational performance and understand the effects of restoring occupational performance in individuals and groups. They will gain understanding of the particular and shared functions of colleagues within the clinical setting and the roles of families and carers. They will begin to consolidate their gained knowledge of human values, beliefs and behaviours in relation to the Occupational Therapy process, and relate theories of motivation and learning to the interventions used.

B2A

Professional Practice Placement 2 5 weeks, full time This placement will enable students to assess, deliver, evaluate and document Occupational Therapy interventions and services appropriate to individuals, groups and communities relative to level of professional status.

B3B

Professional Practice Placement 3 5 weeks, full time This placement will enable student to assess, deliver, evaluate and document Occupational Therapy interventions and services appropriate to individuals, groups and communities relative to level of professional status. To utilise a client centred approach to Occupational Therapy practice the student will draw on a range of theories.

B4A

Professional Practice Placement 4 5 weeks, full time To assess, deliver, evaluate and document occupational therapy interventions and services appropriate to individuals, groups and communities relative to level of professional status. To use increasing level of expertise in professional skills, knowledge, problem solving and clinical reasoning.

B5B / B6C

Professional Practice Placement 5 & 6 5 weeks, full time To assess, deliver, evaluate and document occupational therapy interventions and services appropriate to individuals, groups and communities relative to level of training.

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4.3 University of Huddersfield

Placement ID

Description

H1A

Skills for Practice Thursday each week for 5 weeks This placement is one day a week to introduce the students to the diverse areas that occupational therapists work in. The focus of the placement is to develop skills in relationship building. H1A & H1B placements can take place in the same setting or different settings so you might like to consider supervising one student over both placements.

H1B

Practice Based Experience Thursday each week for 5 weeks This placement is one day a week to introduce the students to the diverse areas that occupational therapists work in. The focus of the placement is to develop the skills of maintaining a safe environment. H1A & H1B placements can take place in the same setting or different settings so you might like to consider supervising one student over both placements.

H1C

Practice Based Experience 5 weeks, full-time This placement is the first full time placement. Students will apply, integrate and build upon knowledge skills and therapeutic techniques learnt in their first year. This will include the Occupational Therapy process, clinical reasoning, application of various models and assessment skills. This placement may be an area similar or different to the areas the student has experienced during the previous two placements, H1A and H1B.

H2A

Practice Based Experience 6 weeks, full time The focus of this placement is client-based assessment and the application of a range of therapeutic skills within a restricted caseload. Students will have the opportunity to work in one of a number of care environments. Examples might include activities of daily living assessments, equipment prescription and provision, facilitating an activity based group session, conducting a simple outcome measure.

Students will use a range of occupational therapy interventions that support clients in achievement of their personal goals and begin to work with other members of the wider health/social care team, building upon communication and other personal skills.

H2B

Practice Based Experience 6 weeks, full time In this placement students will apply their skills in assessment and management of individual clients within a wider variety of contexts. Students will take a greater degree of responsibility for the overall care of clients. Students will engage more explicitly with the wider multi-disciplinary team.

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H3A

Practice Based Experience 8 weeks, full time In this module students will demonstrate ability to assess, manage and evaluate individual client programmes. Students will move towards independent professional practice through personal management of an increasing caseload with a wide range of clients. Students will work with a wide range of clients with complex and challenging needs and contribute to the management of therapy assistants and other non-qualified personnel.

HHT 1024

Widening OT Practice (70 hours to be negotiated between stakeholders) This module enables students to focus in depth on a chosen area of occupational therapy practice in a wide variety of contexts. The project supervisor identifies an area of their practice or service that they wish to develop or evaluate. Through spending time in a practice setting, students will formulate a critique of the existing service provision evaluating the impact of local and national professional and policy drivers on the chosen context. The students will present a proposal which could contribute to the quality enhancement of the service with reference to detailed local understanding of the service and context, available published evidence and change management theory. Please contact Joanne Stead at University of Huddersfield ([email protected]) to make an offer for this placement. Students are supervised in pairs for this placement. We are also interested to hear from practice placement educators who are interested in being long arm supervisors for this project which could be carried out in a role emerging setting.


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4.3 Leeds Beckett University

Placement ID

Description

LM1

Practice Placement 1 6 weeks, full-time This placement sits in the module Occupational Therapy Toolbox which aims to introduce students to the key tools (including knowledge, skills and attitudes) required to be an occupational therapist. It includes, for example, topics such as the occupational therapy process, clinical reasoning, assessment theory and skills, and introduces rudimentary treatment planning and implementation This placement therefore needs to provide students with an opportunity to develop their skills and knowledge in these areas.

LM2

Practice Placement 2 6 weeks, full-time This placement occurs during Occupation and Health: an Individual Perspective which provides students with an opportunity to explore the relationship between occupation and health from the perspective of individuals. It draws on the modules covered so far and examines in greater depth the issues of assessing the occupational performance of individuals and the identification of barriers to participation. Students further develop their skills in planning, implementing, and evaluating individualised intervention programmes for clients. This placement therefore needs to provide students with an opportunity to develop their skills and knowledge in working with individuals.

LM3

Role Emerging Placement One day per week for 5 weeks then 5 days per week for 5 weeks, full-time

This placement occurs during the module Occupations, Groups and Communities, which explores the relationship between occupation and health in the relation to groups and communities of people. The placement ideally occurs in a role emerging setting in order to provide the opportunity to explore the potential occupational therapy contribution in novel settings. Students will consider methods of working with groups and communities, including assessment, treatment and evaluation. Note – While this placement will most likely not occur in a setting where occupational therapists currently work, they must be supervised by a registered occupational therapist.

LM4

Practice Placement 4 10 weeks, full time This placement forms part of a module which provides students with an opportunity to develop into entry level clinicians (Transition To Practice). Students will have the opportunity to explore and develop their skills and knowledge in reflection, supervision, continuing professional and career development.

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5. PRACTICE PLACEMENT EDUCATION LEARNING OUTCOMES

5.1 University of Bradford

Placement ID

B1A

Professional Practice Placement 1

1. Knowledge & Understanding On successful completion of this module you will be able to

Show theoretical understanding of interventions for the promotion, maintenance and/or improvement of occupational performance.

Understand the nature and value of therapeutic relationships and the relevance of self within practice.

2. Subject-Specific Skills On successful completion of this module you will be able to

Understand the causes of decreased occupational performance and the benefits of occupational therapy interventions in a practice setting.

Apply competent occupational therapy skills and clinical reasoning.

3. Personal Transferable Skills On successful completion of this module you will be able to:

Use electronic communication and data retrieval skills for reporting and searching for information.

Work as a member of a team.

Reflect on practice and develop problem solving skills.

Behave in a professional manner and demonstrate competent communication skills.

B2A

Professional Practice Placement 2

1. Knowledge & Understanding

Discuss the information gained in the environmental and social context of the client and in accordance with clients' choice and goals.

Use appropriate skills in terminating interventions professionally and effectively.

Apply the relevant Health and Safety issues in clinical practice.

2. Discipline Skills

Identify the occupational therapy process and explain its involvement with specific clinical conditions

Prioritise client, carer or family needs based on assessment findings.

Apply standardised and non-standardised assessment tools in relation to occupational and functional needs in areas of self-care, productivity and leisure.

Understand dysfunction in occupational performance and utilise knowledge to provide relevant intervention.

3. Personal Transferable Skills

Conduct self in a manner congruent with professional status and codes of conduct.

Manage self, time and resources appropriately.

Develop and sustain professional working relationships with clients, carers and colleagues.

Communicate clearly and professionally with clients, carers, peers, other professionals and other agencies.

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Use clinical reasoning and problem solving skills in clinical practice.

B3B

Professional Practice Placement III


State the economic and socio-political issues which impinge on the clinical environment.

Discuss how assessment information can be used to support treatment interventions.

Utilise knowledge of group dynamics to harness motivation and active involvement of participants.

Evaluate evidence and draw conclusions with regard to professional interventions.


Use a range of skills to optimise occupational performance

Use graded occupations as a framework for evaluation and analysis.

Adapt media, person or environment to facilitate goals.

Use occupational therapy interventions which recognise the unique therapeutic needs of the client and carers.

Synthesis theoretical knowledge gained and apply to the occupational therapy process.

Evaluate treatment interventions using a range of methods.



Manage own time, prioritise workload and work to deadlines.


Evaluate the models and principles of supervision utilised.

Accurately and professionally record information.

Recognise and respond appropriately to demands of placement using increasing levels of expertise and supervision.

Develop practice through routine reflection.

B4A

Professional Practice Placement IV


Contribute to reports to ensure effective client management

Explain and evaluate judgements and decisions relating to clinical practice.



Compare and contrast differing theories, models and frames of reference in Occupational Therapy interventions.

Select relevant monitoring and reviewing strategies to demonstrate effectiveness of occupational therapy intervention.


Critically reflect and use clinical evidence to develop best practice

Use supervision and reflection to promote personal effectiveness.

Show confidence in professional practice to deliver a quality effective service.


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5.2 University of Huddersfield Year 1 – Practice Placement Learning Outcomes Module: HFT1012 Skills for Practice The following outcomes relate to all first year placements (H1A, H1B, and H1C) Knowledge and Understanding Outcomes

Interprets knowledge and demonstrates an understanding of professional issues related to Occupational Therapy.

Ability Outcomes

Manages effective therapeutic relationships with clients and carers in a variety of situations.

Demonstrates an awareness of the occupational therapy role in relationship to other professions.

Considers the individuality, well-being and safety of clients, colleagues and self in preparation for the workplace and adheres to the Code of Ethics and Professional conduct (College of Occupational Therapists,2010).

Recognises client difficulties as a result of occupational disruption.

Identifies and carries out appropriate functional assessments with selected clients.

In addition to the above outcomes the students will be expected to value the uniqueness and autonomy of individuals and demonstrate cultural sensitivity when establishing and facilitating therapeutic relationships. On each practice placement the student and practice placement educator will negotiate a learning contract reflecting the module outcomes and the placement expectations. The learning objectives with be assessed using the Competency Based Fieldwork Evaluation for Occupational Therapists tool. For the one day a week placements (H1A and H1B) the following learning outcomes/ objectives have been set. During the consultation process between the University and practice based educators it was identified that it would be sensible for the students to have pre agreed learning objectives for the one day a week placements. H1A Practice Learning Objectives

The student will introduce him/herself and articulate what Occupational Therapy is.

The student will articulate observations and learning from specific practice situations to the practice placement educator.

The student will engage in a conversation with a client to establish rapport.

The student will complete a weekly reflective piece for their portfolio. H1B Practice Learning Objectives

The student will demonstrate an ability to engage in therapeutic relationships.

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The student will be able to articulate their observations and learning from specific practice situations and identify the main problems to their practice placement educator.

The student will articulate the differing needs and expectations of clients and carers.

The student will demonstrate an awareness of multi-disciplinary/interagency working.

The student will complete a weekly reflective piece for their portfolio.

The student will identify a specific learning objective for the placement.

These learning objectives are to assist the practice placement educator and student to manage the two introductory one day a week placements. All other placements will require the student and practice placement educator to negotiate a learning contract of objectives which will be assessed using the Competency Based Fieldwork Evaluation for Occupational Therapists tool (CBFE). For all block placements the CBFE tool for assessment requires completion half way through the placement and at the end. For the one day placements (H1A and H1B) it is only necessary to complete the paperwork at the end of the placement. For H1A and H1B the practice placement educator needs to assess the student against competency 5: communication only. The other competency areas may be discussed as appropriate during supervision to support the student in their development. The final page of the CBFE indicates the overall student performance. It is essential that this is completed to indicate whether the student has passed the placement. Year 2: Practice Based Learning Outcomes Module: HIT1007 Practice Based Experience (H2A) The focus of this module is client-based assessment and the application of a range of therapeutic skills within a restricted caseload. Students will have the opportunity to work in a number of practice environments. Examples might include activities of daily living assessments, equipment prescription, and provision, facilitating an occupational based group session. Students will use a range of Occupational Therapy interventions that support clients in achievement of their personal goals and begin to work with other members of the wider Health/Social team, building upon communication and other personal skills. Knowledge and Understanding Outcomes

Apply an understanding of dysfunction and its effect on occupational performance.

Discuss the assessment and management of selected individuals, groups or communities.

Ability Outcomes

Select and apply functional assessments with selected individuals, groups or communities.

Recognise from the assessment process, appropriate client centred interventions.

Apply specific interventions with selected individuals, groups or communities.

Liaise with members of the wider Health and Social Care team.

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Module: HIT1008 Practice Based Experience (H2B) In this module students will apply their skills in a wider variety of contexts and will take a greater degree of responsibility for the overall care of clients. Students will engage more explicitly with the wider multi-disciplinary team.


Knowledge and Understanding Outcomes

Apply understanding of dysfunction and its effect on occupational performance to a broad range of individuals, groups or communities.

Select and justify an appropriate range of functional assessments and interventions to a broad range of individuals, groups or communities.

Ability Outcomes

Carry out functional assessments with a broad range of individuals, groups or communities.

Carry out a range of interventions with a broad range of individuals, groups or communities.

Evaluate the assessment and management of a broad range of individuals, groups or communities.

Work collaboratively with members of the wider multi-disciplinary and inter-professional team.

Year 3 Practice Placement Learning Outcomes

Module: HHT1022 Practice Based Experience (H3A) In this module students will move towards independent professional practice through personal management of an increasing caseload with a wide range of clients. Students will work with a wide range of clients with complex and challenging needs and, where possible, contribute to the management of Therapy Assistants and other non-qualified personnel. Practice placement opportunities may be available within NHS, Social Care or non-traditional settings. Knowledge and Understanding Outcomes

Critically evaluate the complexities and challenges of delivering client care within Health and Social Care organisations.

Ability Outcomes

Initiate, carry out and evaluate activities which promote the wider development of the placement environment.

Work collaboratively with clients and colleagues from diverse and ethnic groups.

Manage a small caseload within the placement setting, planning, arranging, implementing and evaluating programmes.

Work collaboratively with the multidisciplinary and inter-professional team.

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Module HHT1024 Widening Occupational Therapy Practice Students will be appointed a study supervisor both in the University and within the practice area who will guide them through an independent piece of work that enables them to develop an intimate local knowledge of the practice setting and associated staff. This will be related to published work with proposals for potential service development. Upon Successful Completion of the Module the Student will be able to: Knowledge and Understanding Outcomes

Evaluate a practice setting in an organisational context.

Critically evaluate factors influencing current policy and professional agendas relevant to an aspect of Occupational Therapy practice.

Ability Outcomes

Critically evaluate a particular practice setting in the context of published evidence.

Apply change theory to a particular Occupational Therapy context.

Apply business acumen regarding a specific area of Occupational Therapy practice.

Produce a professional report using the structural guidance given.

Critically evaluate the students own professional development and commitment to continuing Professional Development.

Work in an inter-professional and or an interagency context.

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5.3 Leeds Beckett University Practice Placement One Students will practice Occupational Therapy in supervised, appropriate, Health and Social Care settings to develop professional assessment and management skills with services users/clients. Upon Successful Completion of the Placement the Student will be able to:

Understand the core values and vision of the profession.

Demonstrate sound and evidenced based clinical reasoning skills.

Establish an appropriate therapeutic client centred relationship.

Adhere to ethical and legal practice standards.

Foster open communication actively listens and speaks clearly and appropriately.

Demonstrate self-directed learning, integrating new learning into practice.

Complete tasks in a time efficient manner, setting priorities effectively.

Practice Placement Two

Upon Successful Completion of the Placement the Student will be able to:

Utilise evidence based knowledge to demonstrate the parameters of the profession and its role within the setting.

Demonstrate clinical reasoning based on evidence.

Based on sound theory and good evidence, appropriately: o Assess needs. o Report assessment results. o Plan interventions that are outcome based. o Carry out an intervention plan.

Follow through on commitments; show respect for clients, colleagues, and the profession, contributing effectively as a team player.

Provide verbal and written explanations and/or education that are at an appropriate level for the client.

Try to identify areas for future growth and set new levels for personal best and adapts well to change.

Seek assistance and feedback appropriately (responds positively to constructive feedback), demonstrates self-monitoring, ensuring time and priorities and managed effectively.

Practice Placement Three (Role Emerging) Students will enter settings that offer the student an opportunity to consider the occupational needs of people within that setting; then with support from peers, the University and external OT supervision; address that need with Occupational Therapy interventions and/or establish an Occupational Therapy role, or develop a project that may be relevant. Students will receive weekly formal supervision from qualified Occupational Therapists and informal supervision from a designated setting Supervisor.

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Upon Successful Completion of the Placement the Student will be able to:

Apply the theoretical knowledge and technical expertise to serve clients/client groups, colleagues, the setting and the profession.

Utilize evidence based knowledge to provide an occupational perspective to the setting.

Manages change in others.

Focus on client/client group needs acting with professional integrity at all times.

Manages conflict with dignity, maintaining professional open communication at all times.

Identify areas for future growth and demonstrates commitment to the profession.

Demonstrate leadership and organisational skills. Practice Placement Four Students will practice Occupational Therapy in supervised appropriate Health and Social Care settings. They will deliver effective evidence based Occupational Therapy assessment, intervention and evaluation of client progress. Upon Successful Completion of the Placement the Student will be able to:

Apply the theoretical knowledge and technical expertise to serve clients/client groups, colleagues, the setting and the profession.

Apply and demonstrate evidenced based, analytical and conceptual clinical reasoning.

Based on sound theory and good evidence, can appropriately: o Assess needs o Report assessment results o Make referrals and plan interventions that are outcome based o Carry out intervention plans o Monitor and modify interventions o Plan and enact the closure of interventions o Plan discharge and follow-up

Builds collaborative working relationships, fostering trust and respect as a professional.

Teaches/Coaches and maintains professional open communication at all times.

Identify areas for future growth and demonstrates commitment to the profession.

Demonstrate effective resource utilization, quality management, leadership and self-management skills.

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6. ASSESSMENT OF STUDENT PERFORMANCE

6.1 Introduction Student performance while on practice placement will be assessed by the practice placement educator, who may draw on feedback from other colleagues. The assessment will be on-going and will include formal and informal assessment. The particular assessment tool used across WYCOTE is the Competency Based Fieldwork Evaluation for Occupational Therapists (CBFE) (Bossers, Miller, Polatajko, & Hartley, 2002). The CBFE is widely used in Canada and Ireland, on both undergraduate and postgraduate pre-registration programmes.

The CBFE

“allows for evaluation of the student’s performance by the student as well as the fieldwork evaluator [it] is concise, focusing on core competencies, and is applicable to any level of fieldwork in any setting. In addition, student occupational therapists are encouraged to take ownership of their own professional development by creating personalised learning objectives, which can be used to guide their fieldwork experience.” (Bossers et al., 2002, p vi)

What is the CBFE?

The CBFE is a tool to assess student performance on practice placements which enable the student, practice placement educator and the university to monitor the student’s development from ‘entry level student’ to ‘entry level clinician.’

Why Was the CBFE Chosen for WYCOTE Students?

It has been tested and validated in different settings and countries.

It has an easy to use rating and scoring system.

It is applicable in any setting including role emerging placements.

It is in line with current thoughts on performance evaluation.

It provides a half way indication of student performance.

The seven areas of competency assessed by the CBFE are practice knowledge, clinical reasoning, facilitating change with a practice process, professional interactions and responsibilities, communication, professional development, and performance management. The issues considered under each competency are listed below:

1. PRACTICE KNOWLEDGE

Has the theoretical knowledge and technical expertise to serve clients / client groups, colleagues, the agency, and the profession.

Utilizes evidence based knowledge.

Knows the parameters of the profession and its role within the agency.

Understands the core values and vision of the profession.

2. CLINICAL REASONING

Demonstrates analytical thinking.

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Demonstrates conceptual thinking.

Demonstrates good judgment and sound decision making.

Utilises good problem solving.

Demonstrates reasoning based on evidence.

3. FACILITATING CHANGE WITH A PRACTICE PROCESS

Facilitates and manages change in others.

Establishes a therapeutic relationship.

Practices in a safe manner.

Collaboratively identifies goals.

Advocates and consults.

Practices in a client-centred manner.

Based on sound theory and good evidence, appropriately: o Assesses needs o Reports assessment results o Makes referrals and plans intervention that are outcome based o Carries out the intervention plan o Monitors and modifies the intervention o Plans and enacts the closure of the intervention o Plans discharge and follow-up

4. PROFESSIONAL INTERACTIONS AND RESPONSIBILITY

Adheres to ethical and legal practice standards.

Centres on client/client group needs.

Follows through on commitments; shows respect for clients, colleagues, and the profession.

Contributes effectively as a team player.

Motivates others.

Fosters trust and respect as a professional.

Builds collaborative working relationships.

Deals effectively with obstacles and opposition.

Acts with professional integrity.

Gives and receives feedback effectively.

5. COMMUNICATION

Fosters open communication.

Listens actively.

Speaks clearly and appropriately.

Listens and speaks respectfully.

Manages conflicts with diplomacy.

Provides explanations and/or education that is at an appropriate level for the client.

Writes clearly and appropriately.

Modifies language for the listener.

Uses non-verbal communication appropriately and effectively.

6. PROFESSIONAL DEVELOPMENT

Demonstrates self-directed learning.

Integrates new learning into practice.

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Student tries to identify areas for future growth and sets new levels for personal best.

Adapts to change.

Demonstrates commitment to the profession.

Upholds the core values of the profession.

Demonstrates skills of self-appraisal.

7. PERFORMANCE MANAGEMENT

Self starter.

Completes tasks in a time efficient manner, setting priorities effectively.

Demonstrates effective resource utilisation.

Demonstrates quality management.

Is accountable and responsible.

Teaches / coaches.

Demonstrates operational and organisational awareness.

Demonstrates leadership (delegates appropriately).

Seeks assistance and feedback appropriately (responds positively to constructive feedback).

Demonstrates self-monitoring.

Organises time and sets priorities effectively.

6.2 Stages of Development

As students develop over the period of the course they begin to integrate knowledge, skills and attitudes with clinical practice experiences. As students’ progress their learning and supervision needs will change and mature according to their level of development. The CBFE conceptualises this development in three stages;

Knowledge Application Transition Consolidation

Initial stage: Entry Level Students When students first arrive at the University they are introduced to basic concepts of professional practice in their learning. Depending on the Universities method of teaching this may be seen as separate domains and are not integrated into the students understanding of the whole client’s needs. All students will be encouraged to incorporate the knowledge and skills they learn in university on placement and vice versa. During their first placement there will be an initial familiarisation with the placement setting and they will not have sufficiently developed their knowledge or problem solving skills. Students at this level often want concrete solutions to problems and find it hard to understand that there may be more than one correct way of dealing with a problem.

Stage 1: Knowledge Application As they develop students begin to acquire a body of knowledge and a repertoire of skills ready for clinical practice. They begin to gain experience, start to learn principles and gain more understanding of their professional role. At this point they need to have the opportunity to work with clients, apply their knowledge and develop their practice and clinical reasoning skills.

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Stage 2: Transition At this developmental stage students are moving towards consolidation of their skills and away from knowledge application. They are starting to develop their skills to the extent that they can begin to contribute in a meaningful way to the team. At this stage the emphasis is much more on practice and experiencing problem solving, assessment and intervention.

Students are beginning to take responsibility for their own practice and should be developing insight into their client’s needs and coming up with meaningful solutions. They will be able to self-reflect on their skills and practice and be integrating knowledge and practice in a professional way.

Stage 3: Consolidation This is the final stage of student development. They will be nearing the end of their curriculum and will have integrated their knowledge, skills and attributes into professional practice. At this stage it is expected that students are able to analyse and alter their behaviour in an appropriate way, be able to problem solve independently and work in a clinical environment without continuous supervision.

It is expected that they will be working alongside their practice placement educator in order to continue their professional development. The Practice Placement Educator facilitates their learning rather than directs it.

6.3 Scoring the CBFE The CBFE is completed at midway through the practice placement and within the final week of the placement. Each competency is ‘marked’, as is the students overall performance, using the CBFE rating scale;

U 1 2 3 4 5 6 7 8 E Unacceptable Entry

level student

Entry level

clinician

Exceptional

Given the competency based approach taken by the CBFE, student performance should increase over the time of their pre-registration course towards level 8 / Exceptional level. This means that it is highly unlikely that a student on their first or second placement will be able to achieve levels 8 or E, for example, as level E signifies that the student is performing at the level expected of an entry level qualified Occupational Therapist. As a guide, the following ranges are what would be normally expected.

6.4 Additional Scoring Information The Professional Placement Handbook contains a table outlining definitions of the above competency grades. This was added at the request of the External Examiners who felt that it would provide students with a range of marks on assessment. This table is used to provide guidance to the educators when calculating the percentage mark to be awarded for Bradford and Huddersfield students.

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University of Bradford

Placement CBFE Level Expected range Failure point

B1A 1 1-4 U

B2A 2 3-7 U

B3B 2 3-7 U-2 (inclusive)

B4A 3 6-8/E U-2 (inclusive)

B5B 3 6-8/E U-5 (inclusive)

B6C 3 6-8/E U-5 (inclusive)

University of Huddersfield


H1A 1 1-3 U

H1B 1 1-3 U

H1C 1 1-4 U

H2A 2 3-7 U-2 (inclusive)

H2B 2 3-7 U-2 (inclusive)

H3A 3 6-8/E U-5 (inclusive)

HHT1024 3 6-8/E U-5 (inclusive)

Leeds Beckett University


LM1 1 1-4 U

LM2 2 3-7 U-2 (inclusive)

LM3 2 3-7 U-2 (inclusive)

LM4 3 6-8/E U-5 (inclusive)

If a student fails to meet four or more individual competencies they

automatically receive a fail for the entire placement. If a student is at risk of failing to meet competencies, university based staff should be contacted for

support to both the student and practice placement educator.

6.5 Development Learning Objectives The primary focus of practice placements is on enabling the student to achieve the required learning, and this should be the prime concern for the practice placement educator and the student. There are numerous ways to ensure that students are supported sufficiently to achieve their learning while on practice placement and these include as a minimum;

Students will have one half day per week allocated for personal study and this may be taken off site with agreement between the student and practice placement educator.

Students will have a minimum of one hour per week formal supervision with his / her practice placement educator. In addition, informal feedback and supervision will take place on an ad hoc basis.

Students and practice placement educators will have support from the university through visits, telephone calls, email, or other means.

Although the CBFE and the particular practice placement have specific learning outcomes or competencies, students will also have individual learning needs. Clearly there will be significant overlap between all three sources of learning outcomes.

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The task for the student and practice placement educator is to agree learning outcomes which span all requirements, while being mindful of the particular learning opportunities available on the placement. Using the CBFE there are no requirements for the number of learning outcomes or what period they should span. That is, you do not need to devise one learning outcome for each CBFE competency for each week. The number and duration of learning outcomes will depend on student needs and the practice placement opportunities. To facilitate the process of setting and monitoring learning outcomes the CBFE includes a learning contract – see sample below. The components of the learning contract include:

OBJECTIVE RESOURCES EVIDENCE VALIDATION What does the student want to

learn or develop?

What will the student utilise to

achieve the learning objective?

How can the student demonstrate that

he/she has met the learning objective?

How should the student evidence be evaluated, by whom,

and when?

6.6 Example of learning objectives using core competencies Example Mary is a student from Leeds Beckett University on placement as part of the module Occupation and Health: Individual Perspectives (OIP). She is aware that although her occupational therapy skills and knowledge are quite strong, she would like to know more about neurological conditions and their impact on occupational performance. Mary is on placement in an Acute Physical Rehabilitation Ward. After discussion with her Educator it is decided that one of her learning objectives will be to:

Objective(s) Resource(s)

Required to Meet the Objective(s)

Evidence Validation

Identify one client with a neurological condition and do a 20 minute presentation for the team on the client’s condition and the occupational impact of the condition for the client. This will take place on --/--/-- at --/--.

Time to go to the library.

Access to the internet and relevant literature.

Access to power point or overhead projector.

Time to prepare the presentation.

Discussion with specialist registrar and clinical nurse specialist.

Module resources (e.g. ‘Susan’ trigger)

Literature (e.g. Fisher paper)

Mary will deliver her presentation to the occupational therapy staff meeting, which will include time for questions.

The practice placement educator and members of staff will feedback to the student on the content and style of presentation.

The practice placement educator will give formative feedback in weekly supervision session on the presentations strengths and weaknesses.

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Please note: Learning objectives are not the only way that student competencies are assessed.

At midway the practice placement educator and student feel that the students professional knowledge is acceptable but she needs to work on communication skills so for the second half of the placement a learning outcome related to the communication competencies (5) will be set.

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7. PRACTICE PLACEMENT PROCEDURES

Please find below some useful information about Practice Placement Education processes.

7.1. Prior to practice placement

7.1.1. Disclosure Barring Service (DBS) and Occupational Health Checks Acceptance on all courses is subject to an enhanced DBS certificate. Each university has a procedure for managing the process of DBS checks and for judgements to be made where checks identify convictions and/or cautions. The necessity to declare any subsequent cautions or convictions is explained to all students at the application stage and again at the start of the course. In accordance with the Health Education Yorkshire and the Humber Learning and Development Agreement the students’ university DBS check is acceptable on placements within West Yorkshire as is the Occupational Health Check conducted by the universities’ Occupational Health Department.

7.2 During Practice Placement

7.2.1 Absence due to illness On practice placement, students must inform the practice placement educator by 8.30am and student administrator by 9.00am of any absence.

The university must receive a medical certificate when absence because of illness exceeds seven consecutive days (including weekends). The practice placement educator should be informed that a medical certificate has been sent to the university and how long the student expects to be absent from the placement. Medical certificates should be submitted to the student’s course leader.

7.2.2 Attendance Students’ hours of attendance on practice placement are recorded on their practice placement timesheet. These should be returned to the relevant University after each placement. Each Practice Placement Coordinator regularly checks students’ practice placement hours to ensure the required hours are achieved.

7.2.3 Confidentiality Students must remove any name or feature which identifies clients or other individuals and which would be a breach of confidentiality. This should include removing names of any organisations, names and addresses of clients, and / or employees of any organisations. Students should pay due attention to confidentiality but retain a sense of coherence of their academic work. Students should be made aware of any local policies and procedures regarding confidentiality and adhere to these at all times.

A breach of confidentiality can lead to failure of an assessment and placement.

7.2.4 Dress Appearance and Uniform The uniform for WYCOTE students is black trousers and white top. Student uniforms will be supplied once, at no cost, by the university. The following good practice guidelines have been produced by the Yorkshire and the Humber Strategic Health Authority, May 2007.

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UNIFORM AND DRESS POLICY FOR PRE-REGISTRATION STUDENTS Introduction This document outlines the minimum standards that must be adhered to in all practice areas. Students must wear the approved uniform unless a specific placement area instructs otherwise. Purpose

To ensure students maintain a professional appearance at all times

To ensure the protection of students and the public

To ensure a consistent standard of dress while respecting cultural beliefs

To minimise the risk of cross infection

To ensure uniforms comply with moving and handling legislation Issuing of Uniforms A sufficient supply of uniforms will be provided at the beginning of the student’s programme of study. Please refer to the individual University guidelines on the disposal or possible recycling of uniforms at the end of programme. Laundering of Uniforms Students are required to launder their own uniforms. Uniforms must be changed daily to reduce the risk of cross infection. The Royal College of Nursing recommends that:

Uniforms must be laundered separately from the domestic wash.

Uniforms must be washed at 65 degrees for 10 minutes or 71 degrees for 2 minutes.

Uniforms must be dried separately from other clothing – i.e. not in a tumble dryer with other clothing.

Students must change out of their uniform promptly at the end of a shift.

Students must presume some degree of contamination, even on clothing which is not visibly soiled.

Hands must be washed after handling fabric.

Uniforms must be carried separately from other items – clean and dirty uniforms must not be carried together.

Hand washing clothing items is ineffective and unacceptable. Travelling to and from placement and dress whilst in University Student practice uniforms should not be worn outside the practice area as it can pose a risk to your own safety and increase the risk of spreading infections. When travelling to and from placement students must wear their own clothes and change into their uniform at their placement site. The University is a uniform free zone. Students who wear their uniforms in University will be challenged about this.

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Uniform Style – Manual Handling

Uniforms are designed specifically for use within a healthcare working environment and are functional in style.

Tunics/Dresses should fasten easily across the chest/bust and the hips with enough room to allow the wearer to bend, twist, lift and reach without the garment 'pulling'.

Trousers should fasten comfortably round the waist. They should not be so tight that they restrict movement nor so loose that they fall down. There is additional room built into the trousers to allow for all types of bending and stretching movements. This extra room may cause the trousers to feel 'baggy', but it is necessary for your health and safety.

Pregnant students Pregnant students will be provided with maternity uniforms. Please refer to the individual University guidelines on the provision of maternity uniforms. Personal Attire Students must maintain a high level of personal hygiene.

Fingernails must be short and clean, and free from nail varnish to prevent harm to patients through infection and contamination.

Hair must be clean, tidy and tied away from the face. It must be free from decoration and worn in a style that does not require frequent re-adjustment.

Male students should be clean shaven or have beards/moustaches kept clean and neatly trimmed.

Students must not wear trainers or open toed shoes as they do not provide sufficient protection. Unless alternative footwear is supplied by the placement provider (in specialist areas such as labour ward, theatres) shoes must be: - Plain - Black - Leather (not suede) - Non slip rubber soles - Low heeled - Clean

Students should adhere to the following principals when wearing jewellery on placement: - Rings – Only a single plain band may be worn (e.g wedding ring) - Earrings – Only 1 plain stud in each ear - Bracelets – Must not be worn - Necklaces – Must not be worn - Wrist watches – Must not be worn - Body piercings – Visible body piercings must be removed

Name badges must be worn at all times, unless instructed otherwise.

7.2.5 Students Failing to meet the Competencies It if becomes apparent during a placement that the student is likely to fail to meet the competencies either at midway or final assessment then the Practice Educator should contact the relevant University as soon as possible.

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A Tutor will arrange to visit the placement and discuss the situation with the Educator and the student concerned. In the first instance the educator should contact the Practice Placement Co-ordinator at the relevant university. If they are not available please contact the named visiting Tutor or the student’s own personal Tutor (the student will have their details) or the Course Leader.

7.2.6 Notification of Infectious Disease The course leader and practice Placement Educator must receive notification in writing within 24 hours of diagnosis of exposure to or diagnosis of an infectious disease and attendance must not be resumed before the submission of a Doctor’s certificate of clearance.

7.2.7 Personal Study Students on a full time placement will normally have one half day per week allocated for personal study and this may be taken off site with agreement between the student and Practice Placement Educator. This is negotiated and will be included in the total number of hours recorded on the student’s time sheet.

7.2.8 Professional / Student Conduct During all practice placements, students are required to adhere to the College of Occupational Therapists 2002 Code of Ethics and Professional Conduct for Occupational Therapists and the Standards of Conduct, Performance and Ethics of the Health Professions Council (2004). Part of the formal assessment process will include the Practice Placement Educator assessing, on a weekly basis, whether or not the student has adhered to these guidelines. If a student does not follow these professional guidelines he/she is likely to fail that placement immediately.

7.2.9 Professional Suitability Individual Universities will have their own regulations regarding professional unsuitability and misconduct. If the professional suitability of a student is in question the Practice Placement Educator should contact the Practice Placement Co-ordinator from the student’s University for advice.

7.2.10 Supervision of Students The College of Occupational Therapists and the Health Professions Council guidelines state that students must have regular supervision sessions with their Practice Placement Educator, which should be at least an hour a week. Students should record supervision using the form supplied. The exact timing and details of supervision should be negotiated between the student and Practice Placement Educator. Informal supervision throughout the week should also take place regularly.

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Support for Students and Practice Placement Educators

All students are visited once during each practice placement except for the University of Huddersfield one day a week placements (H1A, H1B), however additional visits are made if deemed appropriate to support either the student or the Practice Placement Educator, or both. The visit is co-ordinated between the student, the Practice Placement Educator and the University Educator to ensure all needs are met. All parties are advised to contact the relevant University at any time should they have any concerns or require any clarification on any issues. On the visit the University educator will meet with both the practice placement educator and student in order to:

Help establish the level of student performance, highlighting both strengths and limitations.

Give appropriate support to both the Practice Placement Educator and the student.

Help identify learning needs and objectives if appropriate.

Discuss any problems arising from the practice placement and any strategies in place to either improve weaknesses/extend performance etc.

Advise/arbitrate.

Resolve any problems regarding accommodation etc.

Help with any aspect of supporting documentation.

Address any other difficulties. Further follow up would normally be to establish:

That the performance of the student has been maintained/improved.

If there are any perceived difficulties or problems that may have arisen since the last visit.

The need for any further visit. The practice placement quality assurance website www.healthcareplacements.co.uk now includes a mentor/practice educator evaluation tool which aims, “To evaluate the perceived support provided to the mentor/practice educator by their organisation and Higher Education Institute (HEI) to allow them to fulfil their role in supporting students in practice.” You will need to register on this website by filling in a short form; your password will then be emailed to you. The suggestion is that you complete an evaluation on each type of student you have mentored during a six month period, twice a year. Once you have registered you will be reminded via email to complete the evaluations in March and September but you can complete an evaluation at any time. We encourage you to register as your feedback on the support received from your organisation and HEI is extremely valuable and will enable us to continuously improve the practice placements process.


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8. WYCOTE PRACTICE PLACEMENT FORMS

8.1 Health & Safety Checklist

A. GENERAL HEALTH AND SAFETY

1. There is a health and safety policy

2. The staff are aware of the health and safety policy and it is accessible

3. The placement provides all necessary equipment to maintain safety (for example, infection control)

4. The placement has carried out a risk assessment of the kind of activities in the environment that will be faced by the student

B. STUDENT PREPARATION

1. The student induction provides information and guidance on the health and safety measures.

2. The placement informs the student of all emergency procedures and who the health and safety supervisor is.

3. The student is informed where to go for first aid and what the Health and Safety reporting procedures is.

4. The student is provided with necessary guidance to ensure that they can conduct proposed activities on the placement safely.

5. The placement ensures that the student is made fully aware of safety requirements and specific dangers e.g. relating to chemicals, machinery, iodinisation or gases, are pointed out to the student on induction.

C. RISK ASSESSMENT

1. There is a system in place where all accidents involving a student on placement are reported to the university

2. There is a system in place where students with additional needs i.e. pregnancy, disability or allergy can discuss and agree on an appropriate risk assessment with the placements equal opportunity policy guidelines (NB. It is the students responsibility to inform the placement of any additional needs)

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8.2 Resource Checklist

Practice Placement Education Resource Checklist

Could you please confirm that the following information and resources are available for students on practice placement:

Details of availability and location Yes/No

Operational policies and procedures

Health and safety regulations and procedures

Risk and workload management

Defined learning opportunities for student

Support for student

Support for practice placement educator

Support for students with diverse needs

Student induction programme:

1. Orientation to the service

2. Emergency resuscitation

3. Fire evacuation

4. Moving and handling

5. Break away techniques

Resource file with details of learning resources available for independent learning

Other information sources e.g. access to internet, computer etc. please state what is available

Occupational Health access

Opportunity for inter-professional learning identified

Practice Placement Educator’s signature__________________________________ Date ______ / ______ / ______

Trust / Organisation

Placement location & dates

Placement type

Name of educator

Contact number

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8.3 Induction Checklist

Practice Placement Induction Checklist

Student Name ID Number

Module

Placement Location

Placement Dates ____ / ____ / ____ to ____ / ____ / ____

Practice Placement Educator

Task 1 The placement Date completed

Introduced to key members of staff and their roles explained

Location of toilets, staff room, dining room, storage of valuables, other staff facilities

Place of work

Dress code and uniform policy

Work place

How to answer telephone, transfer calls, make calls (internal and external)

Use of voicemail/answer machines

Postal Systems

Use of Fax Machine

Use of Photocopier

Next of Kin and emergency contact details

Working Hours

Study Leave

Reporting Sickness

GP and other appointments

Task 2 Health and Safety

Safety policies received or location known

Location of first aid box

First aid arrangements

Fire procedures and location and use of fire extinguishers

Accident and Incident reporting and location and use of incident book

COSHH regulations and procedures

Display screen equipment regulations/procedures

Manual handling procedures

Protective clothing arrangements (if appropriate)

Instructions on equipment you will be using

Summoning help on the wards and in the dept. etc. e.g. location of crash trolley, emergency call bells etc.

Procedure for obtaining help from security

Infection Control Policy and Hand Hygiene

Additional tasks

Introduction to Documentation and Data Collection

Team Meetings and dates for diary

Use of Library

Supervision Process

Confidentiality

Signed – Educator Date ____ / ____ / ____

Signed – Student Date ____ / ____ / ____

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8.4 Student Practice Placement Evaluation

NOTE: The evaluation must be completed online by the student at http://www.healthcareplacements.co.uk/Login.aspx


Module

Placement Location



Please rate each of the following items using the scale indicated; 1 2 3 4 5

Strongly disagree

Disagree Neither agree nor disagree

Agree Strongly agree

I was able to prepare myself for this placement

My university/institution gave me the information I needed to prepare myself for my placement

I used the online placement profile to prepare myself for my placement

My induction to the placement setting was comprehensive (policies, procedures and health and safety issues)

The learning opportunities available in this placement enabled me to achieve my learning outcomes

The placement provided me with the opportunity for inter-professional working

The placement provided me with access to learning resources

I could access support from my course / programme team whilst on placement

The person/s supervising me was able to facilitate my learning needs

I feel the person(s) supervising me recognised the importance of my learning needs

I felt included in the team during my placement

My development in practice was informed by on-going constructive feedback

The person/s supervising me was familiar with the assessment of practice process

My performance in practice was assessed fairly

The placement encouraged service users to contribute to the assessment of my performance in practice

I would recommend this placement to other students at the same level as me

http://www.healthcareplacements.co.uk/Login.aspx

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8.5 Supervision Record


Module / placement


Placement Week

Date ____ / ____ / ____ Duration

Signed – Educator Date ____ / ____ / ____

Signed – Student Date ____ / ____ / ____

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8.6 Time Sheet

Student Name Number

Module

Placement Location


Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Start Finish Lunch Hours Start Finish Lunch Hours Start Finish Lunch Hours Start Finish Lunch Hours Start Finish Lunch Hours Start Finish Lunch Hours

Mon

Tue

Wed

Thu

Fri

Total Total Total Total Total Total

Signed PPE* Signed PPE* Signed PPE* Signed PPE* Signed PPE* Signed PPE*

Placement total hours * I confirm that the student has completed the number of hours indicated and has adhered to the relevant standards of conduct and ethics.

61


8.7 Practice Placement Visit Record Student Name

Placement University of Bradford University of Huddersfield Leeds Beckett University

Introductory B1A B2A B3B B4A B5B/B6C

H1A H1B H1C H2A H2B H3A HHT 1064

LM1 LM2 LM3 LM4

Placement Dates From ______ / ______ / ______ to ______ / ______ / ______

Placement Location

Educator Name

Student Educator

General well being comments:

discussed General well being comments

discussed

Relationship between theory and practice comments

discussed Relationship between theory and practice comments

discussed

Occupational therapy contribution comments

discussed Occupational therapy contribution comments

discussed

Learning outcomes and CBFE comments

discussed Learning outcomes and CBFE comments

discussed

Expectations comments

discussed Expectations comments

discussed

Learning opportunities and resources comments

discussed Learning opportunities and resources comments

discussed

Supervision comments

discussed Supervision comments

discussed

Student strengths comments

discussed Student strengths comments

discussed

Student areas for development comments

discussed Student areas for development comments

discussed

Other… comments

discussed Other… comments

discussed

Signed – Student

Date _____ / _____ / _____

Signed – Practice Educator

Date

_____ / _____ / _____

Signed – University Educator

Date

_____ / _____ / _____

62


CONTINUATION SHEET

Student Name

Placement University of Bradford University of Huddersfield Leeds Beckett University

Introductory B1A B2A B3B B4A B5B/B6C

H1A H1B H1C H2A H2B H3A HHT 1064

LM1 LM2 LM3 LM4

Placement Dates From ______ / ______ / ______ to ______ / ______ / ______

Placement Location

Educator Name

Comments / agreed action…

Signed – Student

Date

____ / ____ / ____

Signed – Practice Educator

Date

____ / ____ / ____

Signed – University Educator

Date

____ / ____ / ____

WYCOTE Practice Placement Educator Handbook, 2014

9. REFERENCES

Alsop, A. & Ryan, S. (1996) Making the Most of Fieldwork Education: A Practical Approach. London: Chapman & Hall.

Bossers, A. Miller, L. Polatajko, H. & Hartley, M. (2002) Competency Based Fieldwork Evaluation for Occupational Therapists. Albany: Delmar.

Clark, F. Jackson, J. & Carlson, M. (2004) Occupational science, occupational therapy and evidence based practice: What the Well Elderly Study has taught us. In M. Molineux (Ed.), Occupation for Occupational Therapists (pp. 200-218). Oxford: Blackwell Publishing.

College of Occupational Therapists. (2000) Code of Ethics and Professional Conduct for Occupational Therapists. London: College of Occupational Therapists.

Health Professions Council. (2004) Standards of Conduct, Performance and Ethics. London: Health Professions Council.

Sigma Theta Tau International. (1999) Clinical Scholarship White Paper. Indianapolis: Sigma Theta Tau International. West Yorkshire Workforce Development Confederation. (2004) Health Care Students: Recommendations for Occupational Health Best Practice. Leeds: West Yorkshire Workforce Development Confederation.

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10. APPENDIX 1

10.1. Peer Supervision in Clinical Placements Undergraduate clinical placements are a scarce resource and in the aftermath of the NHS Plan concerns are growing that demand will exceed supply. Allied health professions are being encouraged to establish models that maximise the available human resource and utilising flexible placement models, with many now using the 2:1 model (two students with one practice educator). Supervision Within the 2:1 model a range of supervision formats can be used including: individual, group and peer supervision.

Individual Learning – whereby 2 students work under 1 educator but totally independently of each other.

Peer Assisted Learning – where collaboration of varying degrees exists between the 2 students.

Reciprocal Peer Coaching – consistent with peer assisted learning, this model focuses on equality and mutuality between students.

Learning and Collaboration The Peer Assisted Learning and Reciprocal Peer Coaching models allow students to become more actively engaged in learning experiences, through self-directed learning and working as a team. It was also found that students are more inclined to approach each other for the kind of advice that an educator may perceive as trivial.In these models collaboration may consist of:

Students observing each other and providing consultative assistance,

Carrying out assessments together (1 administrating, 1 scoring),

Analysing data,

Carrying out therapy sessions, and

Report writing. These activities allow students to observe and learn through demonstration from each other and educators; performing clinical activities, testing therapies, analysing results and preparing materials etc, while providing each other with consultative assistance and non-evaluative feedback. Clinical reasoning can be achieved in the 2:1 model by achieving an atmosphere of exploratory learning and encouraging students in the following kinds of activities:

Sharing and discussing cases,

Observing each other,

Evaluating clients together and engaging in decision-making following analysis of evaluation results,

Planning therapy goals, and

Carrying out therapy sessions together. Example – Occupational Therapy 2:1 supervision was trailed in an orthopaedic setting of an acute hospital for OT students. A 5-week placement at the end of the students first year was chosen, this was also their first experience of supervision in a clinical setting. The objectives for this trial were broad; with the emphasis being on the introduction and experience of OT practice, and the opportunity to participate in a clinical caseload.

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During the planning stage possible challenges for the educator were identified as time with the individual students and time for team management activities. It was decided to address this by planning individual timetables, which would enable each student to experience a range of related clinical settings and broaden their placement experience, while enabling the educator to plan time for management responsibilities. It was agreed that should major difficulties arise with the supervision models or student performance, a clinical lead (band 7) would become involved as an additional educator. The timetables were detailed, allocating times and activities for every day of the placement. The students would work together and apart, but overall both would engage in the same activities. Set study days and supervision times for the students were allocated rather than negotiated, this allowed the educator to maximise individual time with the students. Colleagues were very supportive in providing sessions for these students, particularly part-time educators who were keen to maintain their skills but often found it difficult to offer placements to students. The students had a joint induction where the timetable was explained, and that the students would be required to use their organisational and self-management skills, as well as identifying individual learning objectives. Students were supervised on a weekly basis. Various supervision formats were used including: individual, group and peer supervision. The first, third and final weeks employed individual supervision which ensured that feedback could be given to the students on their performance and objectives. The second and fourth weeks used group and peer supervision sessions, allowing the educator to discuss joint progress and to provide tutorial-type information to the students. The peer supervision enabled the students to offer support to each other while the educator was not present, but had provided guidance on the structure and time to be used. The educator found that by combining the three types of supervision they were able to assess different aspects of the students’ abilities. Feedback from students on supervision formats:

Individual supervision was seen as a confidential arena to discuss issues.

Peer supervision was seen as a confidence boot to the students, allowing them to learn about different learning styles, as well as their own strengths and weaknesses. It also gave them chance to confer on any problems.

Group supervision gave them the chance to have expertise and knowledge from the educator, at the same time the opinions and experiences of their peer to be able to compare and contrast.

Students’ comments and the feedback indicated that a combination of supervision styles was advantageous as each method had its own merits when combined. This combination also offered a support network and a learning opportunity to the students. They were very positive about the provision of the timetable. Feedback at the end of the placement was overwhelmingly positive in relation to the sharing and range of experiences in which they had been able to engage. In conclusion this model worked well with a first-year placement where there was no need for the students to hold a clinical caseload. Despite the timetable being complex, the overall planning time for this was much less than had been anticipated and did not have a negative impact upon the organisation of the placement. Students reported that having a peer to share experiences with enhanced their placement and benefited their personal learning experience.

Page 66 of 68

The experience confirmed the 2:1 model to be a suitable model in enabling more placements to be available to students while facilitating them to engage in a range of supervision models. Wider adoption of this model has the potential to make a major impact on reducing the shortage of practice placements. That outcome would be of benefit to the clinical professions.

Example – Speech and Language Therapy Research with SLT clinical placement students in their first year and first placement employed a 2:1 supervision model; the goal was to provide a high quality learning experience, with emphasis on clinical reasoning and self-and peer-evaluation. Creating opportunities for optimum collaboration between students as a means of enhancing their clinical reasoning skills, and incorporating feedback techniques in supervision that allowed students’ to measure their own, each other’s and client progress over time. On evaluation students found it reassuring to undertake their first placement with a peer; they had learned a great deal due to the collaborative nature. They also found it beneficial having 2 educators with similar yet different clinical and supervision styles; regular joint team meetings guarded against any confusion arising. The students felt that these team discussions formed an important part of their learning experience, preparing them for future professional interactions and building their confidence, which was evidenced in their level of contribution during the final meeting. The educators in this trial felt that on the whole it had been successful. This was attributed to:

The students being open to this particular supervision model,

That the students were well matched and had similar learning styles,

The combination of 2 settings and educators exposed the students to different settings and responsibilities,

The students preference for a collaborative peer assisted learning,

Ongoing placement evaluation, and

The similar educator styles in eliciting feedback and encouraging clinical reasoning.

Example - Physiotherapy Advantages for clinical educators include:

Increased time for supervision conditional upon patient delegation to students

Greater student independence

Fewer superficial questions

Disadvantages include:

Needing to learn additional skills

Additional paperwork

Organisational challenges Advantages and aspects valued by students include:

Peer assisted learning, mutual support and companionship and teamwork skills,

Encouragement of students’ responsibility for learning; not considering educators as the sole source of knowledge and understanding

Opportunity to explore alternative problems solutions in a safe environment

Wider patient experience

Development of social interaction and communication skills

Enhancement of student satisfaction with the learning experience

Enhancement of self-esteem

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Among the disadvantages:

Potential incompatibility

Destructive competition

Comparison by clinical educators

By accommodating greater numbers of students 2:1 supervision can increase placement capacity. A student-centred and collaborative model of learning is promoted with the 2:1 clinical placement model. From both educational and pragmatic perspectives, the 2:1 model is recommended for use in physiotherapy.

Comparison of Models

A recent review suggested that more comparative research is required on the effectiveness of clinical placement models. This study explored perspectives of practice educators and students who had participated in both the 1:1 and 2:1 supervision models across occupational therapy and physiotherapy programmes. Three main themes emerged:

Greater learning opportunities and experiences - Students preferred the 2:1 model earlier in their clinical experiences due to the benefits of peer learning, whereas the 1:1 model was favoured in the latter stages to demonstrate individual autonomy.

Relationships forged during placement were significant, clinical educator and student perspectives indicated that learning from other members of the multidisciplinary team had a positive effect on learning within both models.

Organisation and planning requirements. Each clinical placement model requires specific organisational and planning skills to be effective. An awareness of individual student learning is essential to avoid dissatisfaction with the learning and assessment process on a 2:1 model. Recently established clinical education teams in Ireland may have a role to play in developing effective clinical learning. When compared with 1:1 and 3:1 supervision models, 2:1 has been identified as being the most successful. There is insufficient evidence of 1:1 being better. Additionally the benefits in terms of time efficiency, advantages of peer support and problem solving have been widely recognised. With this evidence, an immediate lack of sufficient practice educators and the positive experiences outlined in each study it is recommend to use the 2:1 model for clinical placements. Conclusion 2:1 student-to-educator supervision models are recommended to practice educators interested in implementing innovative teaching strategies; potentially adding an additional dimension to the clinical education process by bringing about greater clinical competencies in students, and greater satisfaction levels for both the students and practice educators involved. HEIs can also adopt this model for their in-house clinics to encourage external educators to utilise this model in their clinical settings. A 2:1 student-to-educator ratio in clinical placements utilising a peer assisted or reciprocal peer coaching model, with an emphasis on self- and peer-evaluation is well suited to the development of clinical reasoning skills. Key to success is keeping central in the process both the students’ and clients’ goals, together with the specifically determined criteria for both. By means of exchanging information and ideas during discussion throughout the service delivery and feedback process, the students will simultaneously learn about their clients’, their own and each other’s progress.

Page 68 of 68

This collaborative approach opens up a professional exchange, subsequently allowing students to grow in personal, clinical and professional domains. Students will find themselves better prepared for subsequent clinical placements and eventually for their future careers as clinical decision-makers, as well as collaborators with colleagues and other professionals. Research has shown that learning accelerates faster and at a higher quality when students work in groups. These models can also offer both students and educators an enjoyable, satisfying and high-quality learning experience. Resources: Supervision models in a 2:1 acute care placement, The British Journal of Occupational Therapy, Volume 72, Number 11, November 2009, pp. 515-517 Blakely, Christine; Rigg, Jessica; Joynson, Katherine; Oldfield, Sara http://leedsmu.library.ingentaconnect.com/content/cot/bjot/2009/00000072/00000011/art00008 Revisiting 1:1 and 2:1 clinical placement models: student and clinical educator perspectives. http://www.ncbi.nlm.nih.gov/pubmed/22934900 The 2:1 Clinical Placement Model (http://www.physiotherapyjournal.com/article/PIIS0031940605601800/abstract) A 2:1 Clinical Practicum, Incorporating reciprocal Peer Coaching, Clinical Reasoning, and Self-and Peer-Evaluation Jeanne Claessen, M.A. McGill University, Montreal http://www.mcgill.ca/files/scsd/A_2_to_1_Clinical_Practicum.pdf

http://leedsmu.library.ingentaconnect.com/content/cot/bjot

http://leedsmu.library.ingentaconnect.com/content/cot/bjot

http://leedsmu.library.ingentaconnect.com/content/cot/bjot/2009/00000072/00000011/art00008

http://leedsmu.library.ingentaconnect.com/content/cot/bjot/2009/00000072/00000011/art00008

http://www.ncbi.nlm.nih.gov/pubmed/22934900

http://www.physiotherapyjournal.com/article/PIIS0031940605601800/abstract

http://www.mcgill.ca/files/scsd/A_2_to_1_Clinical_Practicum.pdf

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