sohsc.tees.ac.uk · Web viewWelcome to your practice placement three work book. This is designed to guide you through the stages of the placement and incorporates all the relevant

0

DOCUMENTATION

Contents

Practice placement form 2

Learning outcomes 3

Objective sheets for first four weeks 4

Half way tutorial guidance 8

Half way assessment form 9Half way tutorial form 18

Objective sheets for last five weeks 19

Assessing the students communication 24and inter-personal skills

Feedback tool 25

Final assessment report form 28

Attendance sheets 36

Welcome to your practice placement three work book. This is designed to guide you through the stages of the placement and incorporates all the relevant documentation required for your placement. For additional information please refer to the Practice Placement Handbook.

The academic allocated to support your placement will provide you with an appointment for a tripartite meeting. You are required to confirm this appointment with your educator during the first week of placement.

1

PRACTICE PLACEMENT 3 ASSESSMENT FORM

BSc Occupational Therapy

Name of Student

Name of Practice Placement Educator

Address of Practice Placement

Speciality

Dates of Practice Placement to

Number of Hours Completed Hours of Absence

Hours Deferred Reasons for Absence

During the first half of the placement one objective sheet should be completed per week. These should be cross referenced to the learning outcomes on the next page.

A half way report is written at the half way point prior to the half way tutorial and should give the student an understanding of their performance to date and identify their strengths and development needs. Each learning outcome has a comment box which when completed should help the student to understand what they need to do to complete the placement successfully.

During the latter half of the placement one objective sheet should be completed per week. These should be cross referenced to the learning outcomes on the next page.

It is important to obtain service users and carers views of the students’ performance on placement. During the placement the educator should use the feedback tool to gain information from service users/carers regarding the student’s communication and interpersonal skills which can then then contribute to the student’s final report.

The final written report must provide a clear indication to the student of their performance. A result of ‘pass’ or ‘refer’ must be awarded for each learning outcome. In the comments box please provide feedback on the student’s strengths and areas which may need further development during the remainder of the placement.

2

Learning outcomes

By the end of the placement the student will be:

1. Able to demonstrate the ability to practice within the legal and ethical boundaries of the profession.

2. Able to analyse the role of the occupational therapy in the clinical area.

3. Able to demonstrate the need to practice safely and effectively within the scope of the practice environment.

4. Able to demonstrate the ability to work in partnership with other staff, service users and carers.

5. Able to demonstrate effective and appropriate communication skills including communication and information technologies.

6. Able to demonstrate the ability to gather appropriate information.

7. Able to demonstrate and analyse appropriate assessment techniques.

8. Able to apply the underpinning theories and reasoning which impact on treatment decisions.

9. Able to formulate and Demonstrate appropriate interventions under the supervision of the educator.

10.Able to demonstrate the ability to keep accurate comprehensive and comprehensible records in accordance with legislation and guidelines. maintain records appropriately.

11.Able to demonstrate the need to establish and maintain a safe practice environment.

12.Able to discuss ways in which planned activity can be modified to ensure effectiveness.

13.Able to demonstrate the ability to reflect on and review practice.

14.Able to identify and discuss the key concepts of the bodies of knowledge which are relevant to placement setting.

15.Able to understand the importance of participation in supervision and mentoring.

Where possible please limit learning objectives to 6 per week.

3

BSc. (Hons) Occupational TherapyWEEKLY OBJECTIVES AND SUPERVISION FORM

(Practice placement educator and student should each retain a copy of this form)

Date: Session / Week No:

Name of Student: Name of Educator:

Placement Area:

Learning outcome number

Objective Resources Achieved/Not achieved

4

http://www.tees.ac.uk/



Date: Session / Week No.


Placement Area:



5






Placement Area:



6






Placement Area:



7


8

Guidance for half way tutorials for practice placements

Purpose: To discuss student progress within learning outcomes (placement report) and ensure that objectives and opportunities are matched.

Preparation prior to the tutorial: Educator and student meet to discuss progress in previous supervision

session Use the halfway assessment form to guide discussion of learning

outcomes – consider all outcomes and summarise progress in each Identify areas for development within each outcome Identify strengths within each outcome Highlight areas where there is agreement and possible disagreement

regarding the level reached within each outcome Complete the halfway assessment form – indicating half way progression

(this will be updated and completed at completion of placement)

During the tutorial: Allow enough time for the academic tutor to have an individual private

meeting with the student and where necessary, with the placement educator about the placement experience.

Establish how the student is performing, from the perspective of educator and student – using the completed halfway assessment form.

By focusing on the outcomes, a pattern of strengths & weaknesses may emerge and areas for development may be evident.

If there are areas that are less developed, consider why and establish if the student has learning opportunities available to achieve the specific learning outcome.

Use the outcomes to establish specific objectives that will allow for further development in the next part of the placement.

There should be a discussion with student, educator & academic regarding the agreed progression. This can be documented within the half way assessment form. The student should keep a copy of this to refer to during the latter part of placement. The academic will file a copy of this in the student’s placement file at university.

After the tutorial: It should be transparent after the tutorial what is required for the

student to continue progressing/developing. Weekly objectives will help to guide the areas requiring further

development.

9

Half Way Formative Assessment Form

LEARNING OUTCOMES

Each of the following learning outcomes is based on the Health and Care Professions Council’s Standards of Proficiency for Occupational Therapists (HCPC, 2013 available to download at http://www.hcpc-uk.org/publications/standards/index.asp?id=45). For each learning outcome below, please mark on the scale the point which reflects the student’s performance. If the student is less able to achieve the learning outcome, mark to the left hand side of the scale, and if the student is more able to achieve the learning outcome, mark to the right hand side of the scale.

In the comments box, provide feedback to assist the student in their understanding of the point at which the scale is marked. Comments should indicate strengths which the student has and areas which need to be developed during the remainder of the placement.

Learning outcome 1

Unable to demonstrate theability to practice within thelegal and ethical boundaries ofthe profession.

Able to demonstratethe ability to practicewithin the legal andethical boundaries of the profession.

Comments:

Strengths:

Development needs:

10

http://www.hcpc-uk.org/publications/standards/index.asp?id=45

Learning outcome 2

Unable to analyse the role of the OT in the clinical area.

Able to analyse the role of the OT in the clinical area.

Comments:

Strengths:

Development needs:

Learning outcome 3

Unable to demonstrate the need to practice safely and effectively within their scope of practice.

Able to demonstrate the need to practice safely and effectively within their scope of practice.

Comments:

Strengths:

Development needs:

11

Learning outcome 4

Unable to demonstrate the ability to work in partnership with other staff, service users and carers.

Able to demonstrate the ability to work in partnership with other staff, service users and carers.

Comments:

Strengths:

Development needs:

Learning outcome 5

Unable to demonstrate effective and appropriate communication skills including communication and information technologies.

Able to demonstrate effective and appropriate communication skills including communication and information technologies.

Comments:

Strengths:

Development needs:

12

Learning outcome 6

Unable to demonstrate the ability to gather appropriate information.

Able to demonstrate the ability to gather appropriate information.

Comments:

Strengths:

Development needs:

Learning outcome 7

Unable to demonstrate and analyse appropriate assessment techniques.

Able to demonstrate and analyse appropriate assessment techniques.

Comments:

Strengths:

Development needs:

13

Learning outcome 8

Unable to apply the underpinning theories and reasoning which impact on treatment decisions.

Able to apply the underpinning theories and reasoning which impact on treatment decisions.

Comments:

Strengths:

Development needs:

Learning outcome 9

Unable to formulate and demonstrate appropriate interventions under the supervision of the educator.

Able to formulate and demonstrate appropriate interventions under the supervision of the educator.

Comments:

Strengths:

Development needs:

14

Learning outcome 10

Unable to demonstrate the ability to keep accurate comprehensive and comprehensible records in accordance with legislation and guidelines. Maintain records appropriately.

Able to demonstrate the ability to keep accurate comprehensive and comprehensible records in accordance with legislation and guidelines. Maintains records appropriately.

Comments:

Strengths:

Development needs:

Learning outcome 11

Unable to demonstrate the need to establish and maintain a safe practice environment.

Able to demonstrate the need to establish and maintain a safe practice environment.

Comments:

Strengths:

Development needs:

15

Learning outcome 12

Unable to discuss ways in which planned activity may be modified to ensure effectiveness

Able to discuss ways in which planned activity may be modified to ensure effectiveness

Comments:

Strengths:

Development needs:

Learning outcome 13

Unable to demonstrate the ability to reflect on and review practice.

Able to demonstrate the ability to reflect on and review practice.

Comments:

Strengths:

Development needs:

16

Learning outcome 14

Unable to identify and discuss the key concepts of the bodies of knowledge which are relevant to the placement practice setting

Able to identify and discuss the key concepts of the bodies of knowledge which are relevant to the placement practice setting

Comments:

Strengths:

Development needs:

17

Learning outcome 15

Unable to understand the importance of participation in supervision and mentoring.

Able to understand the importance of participation in supervision and mentoring

Comments:

Strengths:

Development needs:

18

BSc(Hons) OCCUPATIONAL THERAPY PRACTICE PLACEMENT HALF-WAY RECORD FORM

Student name……………………………………. …………………..Date: ………………………..

Placement Area: ………………………………… ………Speciality: ………………………………

Supervision taking place and recorded:

Learning Outcomes in place and evidence of progression:

Study Time:

Other/comments:

Student Signature: ………………………………………………………………….

Educator Signature: ……………………….. Name………………………………

Tutor Signature: ……………………………. Name……………………………....

19






Placement Area:

Learning

outcome number


20






Placement Area:

Learning

outcome number


21






Placement Area:




22




Placement Area:





23




Placement Area:



ASSESSING THE STUDENT’S COMMUNICATION AND INTER-PERSONAL SKILLS

Aims:

To enable service users to contribute to the assessment of student communication and interpersonal skills.

24

To enable students to gain feedback from service users about their communication and inter-personal skills.

To provide a basis from which students can reflect on, develop and enhance their communication and interpersonal skills.

The tool consists of an assessment sheet to be completed by service users.

The assessment tool will enable the student to build a picture of their communication skills, and inter-personal skills from a different perspective to enable them to identify areas of strengths and areas that may need developing.

Guidance for completion of the assessment tool:

In the early weeks of the placement, the placement educator will identify an appropriate service user to complete the tool with.

When appropriate the practice placement educator should ask a minimum of three service users who have had contact with the student to complete the forms. The student should not know the identity of service user providing the feedback.

Process: When the student is not present, the educator must obtain consent from the service user

prior to them completing the feedback tool. They must provide the service user with reassurance about anonymity and confidentiality. Confirmation should be recorded on the feedback form.

The service user completes the form with the placement educator. The placement educator and the student should then review the feedback.

Feedback ToolStudent Initials:

SERVICE USER ASSESSMENT OF THE STUDENT’S COMMUNICATION AND INTERPERSONAL SKILLS

25

The aim of this form is to help the student occupational therapist develop their skills in talking to you, listening to you, and explaining things to you during your occupational therapy intervention.

This form helps you to give your opinion on what the student did well and where the student needs to improve.

The placement educator will guide you through the form. You do not have to complete this form if you choose not to.

How well did the student do at:Poor

Adequate

Good

Excellent

1. Introducing themselves?

2. Making you feel at ease?

3. Explaining what is going to happen to you?

4. Listening to you and giving you the time to talk about your concerns and opinions?

5. Making you feel that your views, decisions, and choices were respected?

6. Giving you the information you need about your care?

7. Giving you the time to ask questions and make sense of things?

8. Explaining things in a way that you could understand?

9. Checking that you understood what was said to you?

10. Treating you in a caring way?

11. Thanking you for letting them talk to you?

26







Adequate

Good

Excellent










10.Treating you in a caring way?

11.Thanking you for letting them talk to you?

27

28







Adequate

Good

Excellent










10.Treating you in a caring way?

11.Thanking you for letting them talk to you?

29

FINAL REPORT

LEARNING OUTCOMES

Each of the following learning outcomes are based on the Health and Care Professions Council’s Standards of Proficiency for Occupational Therapists (http://www.hcpc-uk.org/publications/standards/index.asp?id=45).

For each learning outcome below, please tick either the pass or refer box to show the progression of the student. In the comments box please provide an indication of strengths which the student has and areas of development which may need to be addressed in future placements.

Learning outcome 1

Able to demonstrate the ability to practice within the legal and ethical boundaries of the profession.

Pass

ReferComments:

Learning outcome 2

Able to describe the role of the OT in the placement area.PassRefer

Comments:

30

http://www.hcpc-uk.org/publications/standards/index.asp?id=45

Learning outcome 3

Able to demonstrate the need to practice safely and effectively within their scope of practice. Pass

Refer

Comments:

Learning outcome 4

Able to demonstrate the ability to work in partnership with other staff, service users and carers. Pass

Refer

Comments:

Learning outcome 5

Able to demonstrate effective and appropriate communication skills including communication and information technologies.

Pass

Refer

31

Comments:

Learning outcome 6

Able to demonstrate the ability to gather appropriate information. Pass

Refer

Comments:

Learning outcome 7

Able to demonstrate and analyse appropriate assessment techniques.

Pass

ReferComments:

Learning outcome 8

Able to apply the underpinning theories and reasoning which impact on treatment decisions.

Pass

Refer

32

Comments:

Learning outcome 9

Able to formulate and demonstrate appropriate interventions under the supervision of the educator.

Pass

ReferComments:

Learning outcome 10

Able to demonstrate the ability to keep accurate comprehensive and comprehensible records in accordance with legislation and guidelines. maintain records appropriately.

Pass

Refer

Comments:

Learning outcome 11

Able to demonstrate the need to establish and maintain a safe practice environment. Pass

33

Refer

Comments:

Learning outcome 12

Able to explain how planned activity may be modified to ensure effectiveness Pass

Refer

Comments:

Learning outcome 13

Able to demonstrate the ability to reflect on and review practice.

Pass

ReferComments:

Learning outcome 14

Able to define the key concepts of the bodies of knowledge Pass

34

which are relevant to the profession practice area. Refer

Comments:

Learning outcome 15

Able to understand the importance of participation in supervision and mentoring

Pass

Refer

Comments:

IPL Task: Explain the role of Occupational Therapy to a service user whilst being observed by a member of a different profession (this can be a student).

Complete

Incomplete

Comments:

Summary of service user and/or carer feedback (completed by the educator).

35

36

OVERALL FEEDBACK

A student must be deemed to be professionally suitable in order to pass the practice placement. Educators are referred to the Code of Ethics and Professional Conduct for Occupational Therapists (2010) and the Guidance on Conduct and Ethics for Students (2009).

Please tick the appropriate box below to indicate whether the student has demonstrated consistent high standards of professional and personal conduct (HCPC 3.1).

PASS REFER

Please tick the appropriate box below to indicate whether the student has successfully met the learning outcomes.

PASS REFER

Practice placement educator’s comments/advice to the student re. his/her overall performance………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Student’s comments: ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Signature of practice placement educator ……………………………………Date………………..

Signature of student……………………………………………………………...Date……………….

Signature of academic practice placement organiser

37

ATTENDANCE SHEETPRE-REG NURSING, MIDWIFERY, RADIOGRAPHY, PHYSIOTHERAPY, OCCUPATIONAL THERAPY & DENTAL CERT HE

Surname ……………………………………………………………………………………… Forename …………….…………………………………………..

Student Number Cohort ……………. Month ……………… Year ……….………

Date

Shifts TotalHours

Worked/ Sick

CodeClinician / Mentor

Sign toVerify

Shift worked with mentor /

supervisor? ()(for Nursing, Midwifery,

Dental Cert HE only)

CodeTimeStarted

Time Finished

1 ND – Night DutyDO – Day OffAL – Annual LeaveS – SickA – AbsentU – University / TheoryP – Placement

HoursRelate to placements only and should include the time started and finished.

Please note that you must subtract your meal break from the total hours worked column.

Hours per weekNursing 37.5Midwifery 3yr 35Midwifery 78wk 37.5Radiography 28Physiotherapy 36Occ Therapy 37.5MSc Rehab 37.5Dental

23456789

10111213141516171819202122232425262728293031

Student Signature ……………………………………………………………………………………. Date …………………………………………………….

Practice Mentor / Educator / Supervisor’s Signature

……………………………………..................................................…………………............... Date …………………………………………………….

The form should be signed by the student and countersigned by the Practice Mentor / Educator / Site Co-ordinator each month. In addition they will be checked by the Academic Mentor at the end of the tripartite meeting (nursing / midwifery) / at the end of the placement (OT) / at the final bipartite meeting (DR).

38

ATTENDANCE SHEETPRE-REG NURSING, MIDWIFERY, RADIOGRAPHY, PHYSIOTHERAPY, OCCUPATIONAL THERAPY & DENTAL CERT HE

Surname ……………………………………………………………………………………… Forename …………….…………………………………………..

Student Number Cohort ……………. Month ……………… Year ……….………

Date

Shifts TotalHours

Worked/ Sick

CodeClinician / Mentor

Sign toVerify

Shift worked with mentor /

supervisor? ()(for Nursing, Midwifery,

Dental Cert HE only)

CodeTimeStarted

Time Finished

1 ND – Night DutyDO – Day OffAL – Annual LeaveS – SickA – AbsentU – University / TheoryP – Placement

HoursRelate to placements only and should include the time started and finished.

Please note that you must subtract your meal break from the total hours worked column.

Hours per weekNursing 37.5Midwifery 3yr 35Midwifery 78wk 37.5Radiography 28Physiotherapy 36Occ Therapy 37.5MSc Rehab 37.5Dental

23456789

10111213141516171819202122232425262728293031

Student Signature ……………………………………………………………………………………. Date …………………………………………………….

Practice Mentor / Educator / Supervisor’s Signature

……………………………………..................................................…………………............... Date …………………………………………………….

The form should be signed by the student and countersigned by the Practice Mentor / Educator / Site Co-ordinator each month. In addition they will be checked by the Academic Mentor at the end of the tripartite meeting (nursing / midwifery) / at the end of the placement (OT) / at the final bipartite meeting (DR).

39

Documents

sohsc.tees.ac.uk · Web viewWelcome to your practice placement three work book. This is designed to guide you through the stages of the placement and incorporates all the relevant