Faculty of Health and Human Sciences

School of Health Professions

Occupational Therapy Programmes

Practice Placement HandbookFor Students and Educators

For Practice Placement ModulesMSc Occupational Therapy (Pre-registration),

Post Graduate Diploma Occupational Therapy (Pre-registration) and BSc (Hons)

Occupational Therapy from September 2017

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Disclaimer

Please note:All Students undertaking programmes delivered by the Faculty of Health and Human Sciences are reminded that any alteration to University documentation, including practice portfolios, involving forgery/falsification of an Educator’s comments or signature/initialling will be investigated. This investigation could lead to disciplinary action, which may lead to a Student being unable to achieve professional registration.All the information in this handbook is correct at the time of printing. Programmes are regularly reviewed and updated so details may change. Occasionally, a module listed in the Handbook may be replaced or withdrawn.Plymouth University is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the University interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

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

Plymouth University Peninsula Allied Health Centre Derriford Road, Plymouth, PL6 8BH

Telephone number: 01752 588800

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If you have a disabilityThe University is very supportive of Students with disabilities, and year–on-year we are making adjustments to assist Students with special needs. It may be that we have already put in place changes which will assist you – but unless we know what your needs might be, we cannot guarantee that that will be the case. If we can identify your needs sufficiently far in advance of when you intend to start a programme at the University, we are better able to put in place appropriate arrangements – or, if there is a health and safety issue or an issue about the expectations of Students on the programme, to advise you on alternative options. However, we may not be able to do so if we do not know in advance.

If you have not told us about your disability Please do contact the University’s Disability Assist Services on Plymouth 01752 232278 to discuss your needs. While we are making reasonable adjustments to our provision, we may not be able to meet your individual needs if we do not have the opportunity to assess them in advance, and that could impact negatively on your experience on the programme or even your ability to take up your place.

If you have told us about your disabilityYou may be asked for additional information or invited to attend an interview with Disability Assist Services. This is in order that we can properly assess your individual needs and ensure that we have the best possible chance of meeting them. Please do provide any information requested and come in to see staff if asked to do so, since otherwise you – and we - could find ourselves in a position in which it is difficult or even unsafe for you to take up your place.

So please tell us about any disability – even if you do not think it will affect you while you are at the University – and respond positively to any requests for further details or for an information interview. If you do not do so, you may find yourself unable to take up your place or unable to complete the programme because we have not been able adequately to meet your needs.

Occupational Therapy Team

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CONTENTS:

PART ONE

Disability Notice 2

INTRODUCTION 6

1. THE PURPOSE OF THE HANDBOOK 8

2. OVERALL OCCUPATIONAL THERAPY PROGRAMMES STRUCTURE 9

3. TEACHING AND LEARNING AND ASSESSMENT STRATEGIES 10

4. OCCUPATIONAL THERAPY PRACTICE PLACEMENTS OVERVIEW 12

5. APPROVAL AND MONITORING OF PRACTICE PLACEMENTS 14

6. EDUCATOR ACCREDITATION, DEVELOPMENT AND SUPPORT 16

7. PLACEMENT ALLOCATION PROCESS 18

8. TRANSFER OF INFORMATION 19

9. PLACEMENT PRACTICALITIES 20

10. THE ASSESSMENT OF COMPETENCE IN PRACTICE 23

11. THE PRACTICE PORTFOLIO AND LEARNING CONTRACT 30

12. SUPPORT FOR STUDENTS ON PRACTICE PLACEMENTS 33

13. SUPERVISION 37

14. STUDENT HEALTH AND SAFETY ON PLACEMENT 40

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CONTENTS:

PART TWO

1. DESCRIPTIVE MODULE RECORDS (DMR)PLACEMENT ONE BSC 44PLACEMENT TWO BSC 47PLACEMENT THREE BSC 50

2. DESCRIPTIVE MODULE RECORDS (DMR)PLACEMENT ONE MSC / PGDip 54PLACEMENT TWO MSC / PGDip 58PLACEMENT THREE MSC / PGDip 61

3. ASSESSMENT FORMSPLACEMENT ONE 64PLACEMENT TWO 73PLACEMENT THREE 83

4. DECLARATION FORM 93

5. STUDENT INFORMATION FOR EDUCATORS 94

6. PLACEMENT INDUCTION LIST 95

7. SUPERVISION PREPARATION FORM 96

8. SUPERVISION RECORD 97

9. LEARNING CONTRACT 98

10. REFLECTION TOOL 99

11. HALF WAY CONTACT RECORD 100

12. CAR USE FOR PLACEMENT 104

13. STUDENT EVALUATION FORM 105

14. PLACEMENT EVALUATION LETTER AND FORM 110

15. PLACEMENT AUDIT TOOL 114

16. WORK PLACE AGREEMENT 125

17. FITNESS TO PRACTICE PROCEDURE 13518. GLOSSARY OF TERMS 148

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INTRODUCTION

Welcome to the Practice Placement Handbook 2017. This handbook is intended for use by Occupational Therapy Practice Educators and students for the pre-registration programmes: BSc (Hons) Occupational Therapy, MSc Occupational Therapy (pre-registration) and Post Graduate Diploma Occupational Therapy (pre-registration). These programmes (and the post-registration programme MSc Advanced Professional Practice Occupational Therapy) emanate from the first provision for occupational therapy in the South West at St Loye’s Foundation Exeter that began in 1944 (Wilcox, 2002). In September 2008 the Occupational Therapy programmes were relocated from Exeter to Plymouth, as part of a contemporary provision in a modern university and a vibrant School of Health Professions. Occupational Therapy is now sited at the Peninsula Allied Health Centre (PAHC), Plymouth University on the University of St Mark and St John (Marjon) campus in North Plymouth. This has enabled further development of the inter-professional education agenda, by providing students ready access and opportunities to learn alongside other allied health professional student colleagues, both within the PAHC building and the large main Plymouth University campus at Drake Circus in the city centre.

The development of the new Practice Placement modules for approval in 2017 were informed by the Health and Care Professions Council Standards of Proficiency (HCPC, 2013), Standards of Education and Training (HCPC, 2014), and College of Occupational Therapists Pre-registration Education Standards (2014) including a revised occupational therapist entry level profile. This handbook serves as a Module Handbook for each of the three practice placement modules required for pre-registration Occupational Therapy programmes at Plymouth University. It contains information about the organisation, structure and assessment of practice placements and explains what is expected of students and practice educators in order to enjoy and successfully complete them. Practice placements are an essential component for both professional and academic development of all pre-registration Occupational Therapy students. They provide the opportunity to develop and apply understanding of the theoretical concepts, skills and attitudes required of an Occupational Therapist. The College of Occupational Therapists state: ‘Practice education is central to the curriculum as a means of achieving the programme outcomes, namely fitness for award, practice and purpose’ (COT, 2004). Over the course of the programme and with effective supervision and guidance from practice educators, students will develop the skills required to meet the expectations of a registered Occupational Therapist in terms of professional accountability, autonomy and application of underpinning theory to practice. The programme team value the broad range of excellent opportunities and experience offered by service providers throughout the South West. It is hoped that for practice educators the opportunity to contribute towards the students’ education provides exciting challenges and rewards. Practice education can promote new approaches to practice, facilitate the acquisition of management and supervision skills and embrace the concept of Continuing Professional Development (CPD). The College of Occupational Therapists state within the Code of Ethics and Professional Conduct “you have a professional responsibility to provide regular practice education opportunities for occupational therapy students where possible, and to promote a learning culture within the workplace” (COT, 2015).

If you are new practice educator this handbook sets out the essential information and will support you as embrace the role of practice educator. If you are an educator with

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experience of taking students from Plymouth University, the main differences you will see in this handbook are: the position of placements within the curriculum, the length of these placements and changes to the way you allocate a mark to students. Thank you for your support for practice education, please contact us with any questions.

Occupational Therapy Team

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1. THE PURPOSE OF THE HANDBOOK

1.1 The Practice Placement Handbook for the BSc (Hons) Occupational Therapy, MSc Occupational Therapy (pre-registration) and Post Graduate Diploma Occupational Therapy (pre-registration) programmes. It is designed to be used by students undertaking practice placements and the educators who are supporting and assessing students. It provides information about all aspects of practice placements from preparation, induction, learning outcomes, expectations, assessment of competence, support and supervision in practice settings and evaluation of the learning experience.

1.2 It explains the wider considerations of the other modules taught on the Occupational Therapy programme. It explains how placements are managed and how students are assessed in practice and the key role of the practice educator and student in this process.

1.3 If you have any queries about the content of this handbook, please contact a member of the Occupational Therapy team.

Contact details:

For any enquires relating to placement allocations please contact: healthprofessionsplacements@plymouth.ac.uk

For any enquires from educators and service providers relating to Practice Environment Profiles on ARC (placement database) please contact:pepsupport@plymouth.ac.uk

For any enquires from students relating to Placements on the Web on ARC (placement database) please contact:powsupport@plymouth.ac.uk

To speak to a member of the Occupational Therapy team or programme administrators please phone: 01752 588800

Plymouth UniversityPenninsula Allied Health Centre,Derriford Rd.PL6 8BH

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2. OVERALL OCCUPATIONAL THERAPY PROGRAMMES STRUCTURE

2.1 To be eligible to apply for registration with the Health and Care Professions Council, students are required to successfully complete all campus based assessments together with completion of all placements.

2.2 These programmes are approved by Plymouth University, the Health and Care Professions Council and accredited by the College of Occupational Therapists. Students are required to complete a minimum of 1000 practice hours of successful assessed practice in accordance with WFOT guidelines (World Federation of Occupational Therapists, 2016).

2.3 The pre-registration Occupational Therapy programmes comprise of theoretical, experiential and practice studies. Learning and teaching can take place in an inter-professional or Occupational Therapy specific group at the University or on practice placement.

2.4 There are a minimum of 90 weeks of study in total for each pre-registration programme divided across two or three years depending on the programme route.

2.5 The academic base that underpins practice placement will be emphasised and integrated with the practice placements throughout the programme. The programme structure also facilitates progressive development of key transferable skills.

2.6 Learning is delivered by modules throughout each programme.

2.7 Detailed information concerning the module aims, the assessed learning outcomes and indicative syllabus content for each module is recorded on the definitive module record (DMR) in Part Two of this document.

2.8 Copies of all the definitive module records (DMR’s) for each module on every programme and level of study, are included in the programme handbooks available on POPPI (Plymouth Online Practice Placement Information) www2.plymouth.ac.uk/poppi. (If you require any support to find these or any other documents on POPPI or ARC please contact the placement administrators on: pepsupport@plymouth.ac.uk). (A pdf of this document can also be found on POPPI)

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3. TEACHING, LEARNING AND ASSESSMENT STRATEGIES

3.1 The pre-registration Occupational Therapy programmes have been developed to recognise and promote individual diversity and use knowledge about the wide range of needs of learners and how these can be met equitably in academic and practice settings.

3.2 The Occupational Therapy team has close links with the Learning Development Service and the Disability Advisory Service based within the University. This learner-centred focus enables students to receive direct experience of an environment that sustains its community, promoting health through everyday actions.

3.3 Learners, practice educators and tutors are empowered to develop a healthy learning environment. Learners are encouraged to take a proactive approach to the tutoring process and the development of their professional portfolio. This proactive approach is actively transferable to the process of practice and practice supervision, in which the skills are further refined through the use of learning contracts.

3.4 The Occupational Therapy team recognise the need for learners to become increasingly self-directed. The academic curriculum, practice placements and interaction in the community provide opportunities for action, self-evaluation and development. The transition into, within and out of each practice placement includes support from the Occupational Therapy academic team.

3.5 Student centred learning is essential for progress and a positive learning experience in this BSc (Hons), MSc and PG Dip curricula. The opportunity to develop readiness and acceptance of responsibility in the learning process is seen as essential for student practitioners (Clouston and Whitcombe 2005). This supports the development of reflective and creative skills needed for both learning and practice environments (Riley and Matheson 2005).

3.6 Students on these programmes will be encouraged to engage increasingly in problem based learning. This will mean that students will be guided to use information in approaching professional problems and will be expected to research, evaluate and critique the evidence provided to develop and reflect on the knowledge and skills required of them as practitioners.

3.7 The inter-professional shared learning elements encourage progressive and forward thinking students, and prepare them for professional roles in health and social care, leadership, education and research. The emphasis is on high quality professional practice, preparing for future trends as well as meeting current health and social care needs. There will be some opportunities for shared learning in practice placements. However, the specific nature of these will depend on the type of placement undertaken.

3.8 The occupational therapy programme assesses, within all its modules, elements of occupational therapy theory and practical practice skills. Assessment serves to demonstrate the knowledge, skills and attitudes which underpin the potential of becoming an occupational therapist that is capable of working flexibly and in challenging environments.

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3.9 Assessments are designed to develop skills, enabling increasing complexity and depth of approach as study progresses. Stating more demanding module learning outcomes as a basis for assessment design, ensures that students are encouraged to develop the practical and theory skills required to be fit for award and for practice.

3.10 The assessment strategy has been developed to assess a range of competencies relevant to contemporary practice. Specific skills like academic writing, problem solving and presentation are required across programmes and will enable a progression of skills in these respects to evolve.

3.11 The assessment schedule also includes formative elements to develop summative skills. Formative elements use self-appraisal, peer feedback and staff guidance to encourage critical thinking and reflection amongst the student group, as well as development of skills in team working.

3.12 In recognition of the vocational essence of the curriculum, evaluation and reflection are integral to the assessment experience both with regards to practice placement and academic study experience.

3.13 To summarise, the teaching and learning and assessment strategies will:

place practice placement at the centre of Occupational Therapy education facilitate integration of theory and practice require students to accept responsibility for their own learning be based on students being actively involved in their own learning, such as

enquiry based and problem based learning encourage students to develop and demonstrate skills of reflection establish the principle of lifelong learning include interactive, collaborative/shared learning involving other professions,

disciplines and agencies facilitate student achievement of learning outcomes and competencies

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4. OCCUPATIONAL THERAPY PRACTICE PLACEMENTS OVERVIEW

4.1 Students on the pre-registration programmes undertake three practice placements in total and there is no opportunity for ‘elective’ placements on this programme. Placements are carefully planned and allocated to ensure that where possible each student has gained experience of working with a range of people of all ages who are: from different socio-economic and cultural perspectives; with recently acquired, and, long standing occupational needs; with health conditions that affect different aspects of physical and psychosocial functioning (College of Occupational Therapists 2014).

4.2 Every effort is made to provide opportunities for students to experience service delivery in a range of services and settings. Each student can expect to experience some of the following environments:

statutory primary, secondary and tertiary care social enterprise social care and community provision third sector services independent practice

These may be in inner city, urban or rural communities. The nature of provision across Devon and Cornwall often necessitates the use of a car for many practice placements.

4.3 Placements can be in residential centres, day centres, schools, prisons, drop in centres, hospitals and in individuals’ homes or work places. Placements may focus on occupational needs associated with self-care, productivity or leisure as a means of sustaining health and well-being.

4.4 Physical health focussed placements may include for example acute or community hospital wards for emergency care, orthopaedic, neurology, oncology, or general medical conditions; community reablement; work, school and home-based services; equipment provision; insurance claims and condition management.

4.5 Psychosocial focussed placements may include working with people who have a learning disability or mental health issues, or who are homeless, seeking asylum or who are in prison or a mental health hospital.

4.6 The placement team are responsible for ensuring that an appropriate range of placement opportunities are provided. It is a requirement for registration that one placement is within a setting focussing predominantly on psychosocial issues arising from social factors, learning disability or mental health problems; and one placement has a focus predominantly on physical health. If available, students are only able to experience one role emergent placement setting, where there is no on site occupational therapist.

4.7 Where possible the team will try to accommodate personal circumstances but this cannot be guaranteed and students sign an agreement to acknowledge that they may be placed anywhere in the South West region.

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4.8 Overview of the placement modules:

Placement One: This module enables students to experience occupational therapy within the context of inter-professional practice and work collaboratively with colleagues from other disciplines. Through supervised practice, students will develop basic skills underpinning occupational therapy relating this to campus based study. The module is assessed by the achievement of specified competencies. To meet these competencies the student and the practice educator will use the placement documentation to structure learning for the duration of the placement. This will require students to complete a learning contract and weekly reflective supervision records. During this placement, students are expected, with the support of the practice educator, to demonstrate basic knowledge and apply this in terms of agreed practical skills to the practice setting, using observation, communication, and reflective skills. On completion of placement one, students will have gained an understanding of professional knowledge and skills that underpin practice and integral to this a sense of professional identity.

Placement Two: The module builds on occupational therapy knowledge, practical skills and experience gained during the practice placement one. During this placement, students are expected, with the support of the practice educator and other members of the inter professional team, to demonstrate greater participation in the intervention process, increasing autonomy in relation to the practice area, and evidence of their personal and professional development. They are also expected to apply theoretical knowledge acquired during campus based modules. Reflective and analytical skills will be further developed. The module is assessed by the achievement of specified competencies. To meet these competencies the student and the practice educator will use the placement documentation to structure learning for the duration of the placement. This will require students to complete a learning contract and weekly reflective supervision records. On completion of placement two, students will have demonstrated the ability to complete certain tasks independently and at times with reduced supervision, to communicate effectively with professional colleagues and to document information accurately.

Placement Three: This module will require the student to demonstrate a range of core skills that will be required of a competent entry level practitioner. The student will develop increasing autonomy, demonstrate clinical reasoning skills, practical skills reasonable for an entry level practitioner in that setting and make appropriate and safe decisions relevant to client’s needs and the contexts of practice. During this placement, students are normally expected to take responsibility for a small caseload and to implement the occupational therapy process working at times independently and with minimum supervision and direction. Inter-professional working is usually a necessary requirement to ensure the most effective and safe delivery of care. The module is assessed by the achievement of specified competencies. To meet these competencies the student and the practice educator will use the placement documentation to structure learning for the duration of the placement. This will require students to complete a learning contract and weekly reflective supervision records.

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4.9 Further information on module aims and intended learning outcomes is available under the specific definitive module records for each of the three practice modules.

5. APPROVAL AND MONITORING OF OCCUPATIONAL THERAPY PRACTICE PLACEMENTS

Many placements provided in the South West, have been long established and used by the programme over many years. Close links between the practice educators and the occupational therapy team have developed through visits to the practice setting, educator training updates and direct liaison with educators and profession specific co-ordinators and line managers.

In addition new placements are being established frequently in line with changes in employment patterns across the region. The occupational therapy team have worked closely with new and established service providers across the region to develop further placements and ensure sufficient provision.

In order to establish the suitability of any new practice placement, a link tutor visits the potential placement organisation to discuss the nature of the placement and the role of assessment and the procedures required for assessing students on placement.

A formal work place agreement is negotiated between the organisation and Plymouth University (Dean’s office); a copy of the work place agreement template is included in Section 15. The link tutor will also complete an audit with new placements as detailed below; a copy of the audit tool is in Part Two/Section 14.

Using robust processes and documentation designed by the Practice Quality Division (PQD), the Occupational Therapy programmes team work in collaboration with the placement providers to complete regular quality monitoring. This framework enables the team to compete an educational audit of prescribed standards. These processes are designed to ensure that practice placements meet required standards and that placement learning opportunities continue to be enhanced.

Student feedback from each placement is submitted and stored electronically through ARC, a copy of the student evaluation form is in Section 13. Student evaluations are an important mechanism for enhancing the quality of teaching and learning and highlighting areas for improvement.

The number of third sector and independent practice placements for Occupational Therapy continues to grow, whilst changes in NHS service is gradually seeing a decline in statutory placements. In response to the changing workplace and developments within the occupational therapy profession the programme utilises a variety of non-statutory placements in settings such as working with people who are homeless or seeking asylum. COT guidelines for ‘new work-based learning opportunities’ (COT 2006) are closely followed to ensure all requirements are in place for supporting student learning in new settings, this includes the provision of ‘long arm supervision’ by an academic tutor and/or a local practitioner.

Practice education is also reviewed and evaluated throughout the year by the programme team to ensure a high standard of practice. This is achieved though:

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Student evaluation – on return to the University students complete an online Student Evaluation. After contact at the half way point with students and educators in the placement setting, academic tutors complete a written audit report (Section 11) this provides qualitative and quantitative data recognising practice standards required within the COT learning and development standards for pre-registration education (2014) and the regulator’s Standards of Education and Training (HCPC 2014).

Practice educators are encouraged to reflect on their experiences of student education. Visits from the placement team and other academic staff during the student’s placements provide a focus for this type of professional development.

Collaboration between placement provider and the university promotes quality learning and supervision in the practice setting.

Using data gathered from all of the above systems a report is completed by the module leader at the end of each placement. These reports are fed into the annual programme monitoring process.

5.12 ARC Systems and Placement Compliance Team

The Faculty of Health and Human Sciences has some centralised resources for practice placements – ARC Systems and Placement Compliance Team, the team has two strands:

The Systems Team is responsible for systems and processes supporting placement compliance in order to undertake capacity planning, reporting and compliance checks.

The Placement Compliance Audit Team is responsible for undertaking the biennial educational audit for placement hosts, Trust/PVI Mentors to ensure NMC and HCPC regulations are met, Workplace Agreements and CQC reports and responses.

Within the School of Health Professions the Programme Administrators co-ordinate placement records and administration for the Faculty using placement specific software system called ‘ARC’.

The administrator for occupational therapy works in close collaboration with the practice placement tutors in the allocation of placements.

The occupational therapy team liaise with colleagues in the ARC Systems and Placement Compliance Team to develop a comprehensive regional data base of placement opportunities, practice placement personnel and records of placement audit.

All occupational therapy team members have a nominated NHS Trust or placement provider link. These roles ensure that academic staff are engaged in current practice developments.

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6. EDUCATOR ACCREDITATION, DEVELOPMENT AND SUPPORT

6.1 The placement team deliver practice educator accreditation courses at Plymouth University. This professional accreditation is in accordance with the standards for the practice placement education of occupational therapy students as defined by the College of Occupational Therapists (COT 2014) and the COT Accreditation of Practice Placement Educators (APPLE) scheme.

6.2 The Occupational Therapy programmes team can also provide training updates regionally within organisations when required. An update package has been designed for all team staff to use to ensure equity and parity across the region.

6.3 Updates are recommended every two years to develop collaboration and partnership between the university and placement providers. They serve to inform educators of any changes to the curriculum and delivery of campus based modules.

6.4 Preparing educators for supporting students who have additional educational needs is an integral component of practice educator training. In addition to explaining the responsibilities of the university and the placement provider, specific examples are discussed to explore ‘reasonable adjustment’ within the practice setting. The placement team are proactive in ensuring ‘best practice’ and facilitate practical links between Disability Assist Services (DAS), students and their practice educators.

6.5 Each placement is allocated a link tutor to support both the educator and the student as required; further details of the role of the link tutor can be found in Part One/Section 12.

6.6 A regular newsletter is circulated to all educators and educators receive a letter of thanks for their CPD portfolio. If any further evidence (in addition to the letter) is required for the educator’s professional development records; or if CPD evidence is required for other team members who have contributed to student education, please contact the Placement Academic lead.

6.7 Consultation with educators and managers also takes place through the Occupational Therapy programme monitoring process.

6.8 Other opportunities for placement educator development include involvement in teaching sessions, research and admissions selection processes. Please contact the Programme Leads to discuss this further.

6.9 Placement educators are encouraged to register through the university with the COT Accreditation of Practice Placement Educators (APPLE) scheme. The process for APPLE accreditation is detailed overleaf.

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Criteria for Accreditation of Practice Educators (APPLE)

In order to apply for accreditation on the APPLE scheme through Plymouth University, Occupational Therapy Educators need to:

appear on the live HCPC register and be in practice have been in practice for a minimum of 18 months attend a practice educators course at Plymouth University ensure that the placement complies with the College of Occupational Therapists

Pre-registration Education Standards (2014) and Code of Ethics and Professional Conduct for Occupational Therapists (2015)

supervise a student on practice placement successfully complete a written assignment on reflective practice (submitted after

the student has completed the placement) Assessment process for the accreditation of practice educators

The requirements of the assessment are as follows:

1. Educators should use self-directed study and supervision with a mentor to explore the issues relating to a period of practice education with an occupational therapy student.

2. Educators should plan and implement a programme of practice education appropriate to the level of the student

Written assignment Educators must produce a written assignment, reflecting on the experiences of being a practice educator (usually submitted within 6 weeks after completion of the student's placement). Assessment of the written assignment will be on a credit, pass or fail basis. A mark of 40% or more is required to achieve a pass mark and 75% or more to achieve a credit. An academic tutor will mark the assignment (30% of these will be double marked for moderation purposes). Please use relevant and current literature to support your writing and reference this accordingly. In the event of failure the course member will be given the opportunity to re-submit one other piece of work for assessment.N.B. The confidentiality of all individuals and organisations, including

service users, team members and the student must be maintained throughout.

Guidelines for the written assignment. Choose one of the following: 1. A written assignment of 1,500-2000 words demonstrating ability as a therapist to

reflect on practice. The use of 'critical incident' reporting to illustrate personal and formal theory is recommended. It is advised that a recognised reflective framework is used to guide work eg. Strands of Reflection (Fish, 1997), see also How Professionals Think in Action - (Schon, 1983). The assignment should conclude with an action plan formulated to improve future practice as a practice placement educator.

2. A written assignment of 1,500-2000 words reflecting on one particular issue in depth e.g. assessing student competence, learning styles, dealing with conflict. The assignment should conclude with an action plan that formulated to improve future practice as a practice placement educator.

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The role of the mentor in accreditation The mentor can be a supervisor, the placement co-ordinator or another occupational therapist experienced in student education. The role of mentor includes: acting as a role model, offering regular feedback and supervision, encouraging the creative use of teaching and learning strategies, incorporating resources available within the department, providing tutorials particularly related to integrating educational theory with practice and providing support for dealing with students who are having difficulties.

7. PLACEMENT ALLOCATION PROCESS 7.1 Placements are secured under ‘service level agreements’ between the university

and placement providers from across the whole of the South West peninsula. Many of these links have been long established and used by the programme over several years.

7.2 Using robust processes and documentation the university has worked in collaboration with the placement providers to ensure sufficient placement capacity and to complete Ongoing Quality Monitoring and Enhancement (OQME).

7.3 Capacity is agreed with services directly with the placement systems team. This will usually occur in April for the following academic year commencing in September.

7.4 Non-statutory, third sector and independent placement provision is sourced by the occupational therapy team and placement administrators; this continues to be a growing area for placement provision.

7.5 Each student is then allocated to a placement setting with a named, accredited practice educator who will support, supervise and assess them in their place of work in accordance with the university requirements.

7.6 Careful consideration is taken during the allocation process to ensure that an appropriate range of placement opportunities are provided and student’s learning needs are considered.

7.7 Only when the required number of placements has been secured can the placement administration team complete the allocation process. Where possible, organisations will be informed of allocations 12 weeks ahead of the start date and students are informed 10 weeks ahead of the start date.

7.8 Coordinators and educators can access information about the students allocated to them through their PEP (Placement Environment Profile) page on ARC (login details are required), for support to access this please contact pepsupport@plymouth.ac.uk

7.9 Students can access information about the placement and educator allocated to them through their POW (Placements on the Web) page on ARC (login details are required), for support to access this please contact powsupport@plymouth.ac.uk

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8. TRANSFER OF INFORMATION

8.1 University to placement co-ordinators and/or practice educators: The role of the placement co-ordinator in a given Trust, organisation or geographical area is to provide the supporting link between the University placement administrators and the practice educators. A copy of the practice placement handbook is available through the POPPI placement database or can be emailed or posted to the co-ordinator to disseminate or direct to the practice educator/s.

8.2 University to student: On completion of the allocation process, the student receives electronically the practice educator’s contact details, information on the type of placement, accommodation details (where applicable) and any specific requirements such as the use of a car, dress code via the online system ARC.

8.3 Student to Practice Educator: The student is required to complete a personal information form in addition to writing an introductory letter or email and their named practice educator as soon as possible after the placement is confirmed. A telephone call should be made to discuss arrangements for the first day of placement and/or pre-placement visit. This process is put in place as it is useful for educators to have some knowledge about the student before the placement starts.

8.4 Practice Educator/Co-ordinator to Student:

Co-ordinators or educators are expected to make contact with the student and provide any relevant introductory details. Educators should inform them on the starting and finishing times of the working day, directions, accommodation details (if applicable), and any other information such as reading lists. These details may be confirmed by a telephone call.

8.5 Pre-placement visit: Where possible it is recommended that the student is given the opportunity to visit the placement prior to the start date. This allows the student to become familiar with the requirements of the specific placement and to meet staff.

8.6 Link Tutor, Student and Educator: Link tutors are available for contact at the halfway review; this will be a visit in most cases or via the telephone. Students are responsible for contacting the link tutor in a timely way to make arrangements for this.

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9. PLACEMENT PRACTICALITIES

9.1 To fulfil the requirements of the World Federation of Occupational Therapists (2016) through accreditation with the College of Occupational Therapists, students are required to complete a minimum of 1000 hours of successfully assessed practice placement.

9.2 Each student is expected to maintain a weekly record of their practice placement hours on a timesheet. At the end of each placement the timesheet is submitted so that the practice hours can be officially recorded by the programme administrator. Students should keep a photocopy of their signed hour’s sheets in their portfolio in order to monitor their on-going progress.

9.3 Students are usually expected to work approximately 36-40 hours per week and may in certain settings be required to work evening or week end shifts.

9.4 It is the student’s responsibility to notify their practice educator and the programme administrator if they are unable to work due to sickness. Students must also follow local policy with regards to contacting the work place in the event of sickness. (The programme administrator’s phone number is 01752 588800).

9.5 During all placements, the students have 'supernumerary status'. This means they are part of the practice team but extra to the allocated staff compliment. The student is therefore able to take full advantage of all learning opportunities.

9.6 Practice placements are organised into three blocks. Based on a 37.5 hour week, and assuming no absence, the placement hours would be achieved as follows:

Practice Placement 1: 7 weeks = 262.5 hours Practice Placement 2: 9 weeks = 337.5 hours Practice Placement 3: 12 weeks = 450 hours

Total 28 weeks = 1050 hours

9.7 It is not essential that the exact stated hours are completed. The additional 50 hours accrued (over and above the 1000 hours required by WFOT, 2016 and COT, 2014) allows for absence such as sickness during placement time over the programme. Where a student has a significant period of sickness in any one placement, an action plan will be negotiated with the practice educator. Depending on the circumstances a student may need to withdraw from the placement.

9.8 A table outlining the position of placements within the programme is given overleaf. The location of the placements in the academic year have changed from the configuration offered in 2013 following stakeholder feedback. The first placement has been moved to later in the year to enable students to learn more about the theory that unpins occupational therapy before finding themselves within a placement environment. The final placement has been moved to the middle of the academic year to enable students to consolidate their learning at university prior to their gaining employment. This has been moved whilst still

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enabling services to benefit from hosting students with a greater knowledge base on their final placement for a longer duration of time.

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9.9 Timing of placements:

BSc (Hons)

September - December

January – March April - June

Year 1 Placement 1: 7 weeksYear 2 Placement 2: 9 weeksYear 3 Placement 3: 12 weeks

MSc / PGDipFull time

September - December

January – March April - June

Year 1 Placement 1: 7 weeksYear 2 Placement 2: 9 weeks Placement 3: 12 weeks

9.10 Preparation for placement: prior to each of the three placements students attend programme preparation sessions on campus. These sessions are designed to help students understand the expectations of the particular placement assessments and to review learning strategies that can be developed in conjunction with the practice portfolio. Students receive instruction in the use of learning contracts and reflective supervision records as part of their continual professional development.

9.11 Each student begins to prepare for their placement by reflecting on previous experiences and their academic learning. They then identify future learning needs. Students also receive support and advice from their personal tutors concerning their placement experiences, and personal and professional development.

9.12 As soon as the student has been allocated their placement they are expected to make contact with the educator and initiate the process of information exchange. A visit to the placement is recommended in advance of the placement as this will help to clarify the learning opportunities within the setting.

9.13 The student should prepare for the placement by researching evidence based practice within the specialist area of the placement setting. Recommended reading may also be posted on the Placement Environment Profile (PEP).

9.14 The student may be required to stay in accommodation close to the placement. Students are expected to advise educators of their accommodation plans. If the student requires somewhere to stay during the placement, it is the student's responsibility to arrange this. The placement administrator and educator may be able to help the student in this task.

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10. THE ASSESSMENT OF COMPETENCE IN PRACTICE10.1 Practice placement assessment should be considered as an integral part of the

learning and assessment programme and not in isolation from the academic learning experience.The theoretical content delivered through the modules of the Occupational Therapy programmes are intended to provide the student with the knowledge and understanding which underpins practice.

10.2 Teaching and learning in practice will reflect the novice point at which many students enter the programme. Methods such as observation, supervised practice and indirect supervision will guide the student towards confidence and competence as a practitioner. The assessment of practice includes some formative elements to develop summative skills. Formative elements use feedback from informal and formal supervision to encourage the student’s critical thinking and reflection, as well as development of skills in team working.

10.3 In recognition of the vocational essence of the curriculum, evaluation and reflection are integral to the assessment experience both with regards to practice placement and academic study experience.

10.3.1 Each student must complete a minimum of 1000 hours as a pre-registration requirement (College of Occupational Therapists, 2014). The practice educator will award a mark to reflect the level a student reached in achieving these competencies.

10.4 The MSc and PG Dip programmes do not have academic credits linked to placement modules which are all assessed at undergraduate level. This is because of the difference in academic level required for the final academic award on these programmes; however a practice PASS is still a mandatory requirement for progression and the hours requirement is the same as for BSc (Hons) students. Practice learning will be incorporated in other related module assessments. Under the new marking system for practice placements – the final summative grade provided by the practice educator does not count towards the classification of the degree and will in effect act as formative feedback for these students.

10.5 All student assessments are guided by current University academic regulation, professional body requirements, QAA recommendations and the University Assessment policy.

10.6 Practice placement modules occur during each year of the programme. This practice based learning comprises three ‘block’ placements: 7 weeks for Placement 1, 9 weeks for Placement 2 and 12 weeks for Placement 3.

10.7 Each module is assessed by the achievement of specified competencies. These competencies are directly linked to learning outcomes for each of the three modules. There is a progressive development in the level of competence that must be achieved over the programme of study. Practice educators are provided with a marking grid to help them assign a mark representative of the student’s ability to meet the required competencies for each placement.

10.8 For each placement students are allocated a named practice educator(s) who has received the appropriate level of training from the university. The practice

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educator is responsible for facilitating learning, providing regular supervision and completing the student’s assessment in the practice setting.

10.9 A formative review of progress is carried out at the half way stage of the placement prior to the summative assessment which is completed in the final week. Students and educators should seek advice from the module team/link tutors about any issues affecting the progress or the process of assessment.

10.10 It is standard practice for a member of the occupational therapy team to make contact with the student and their educator at the half way point of the placement. Visits are arranged at this time to offer support and guidance in the assessment process. To ensure the visit is made during this period, students are required to contact the link tutor in a timely way to arrange this.

10.11 The Formative Assessment (generally half way point):Formative assessments can occur at any agreed point during a placement, but will need to be formally undertaken when the student has reached the half-way stage of the placement. The halfway supervision discussed is captured on the assessment form and must be completed at this time. It is not essential that all of the competencies are achieved at this formative assessment point. The performance of the student in practice needs to be monitored and reviewed regularly throughout the placement. The aim of planned formative assessment is to review with the student their strengths and weaknesses. New learning objectives can then be agreed specifying how to maintain or develop strengths and improve on weaknesses. The student's progress should be incremental. If either the educator or the student have any concerns about progress, the occupational therapy team must be contacted without delay. A tutor will discuss the situation and be available to offer support and advice. Similarly the occupational therapy team should be contacted if aspects of a student's attitude, performance or behaviour cause concern in any way. All students are required to complete and present a case study whilst at their placement setting and this will generally be scheduled towards the end of the placement.

10.12 The Summative Assessment (end of placement):The aim of is summative assessment to identify whether the student has achieved the practice learning outcomes as described for the particular module in the assessment form. All of the specified competencies must be passed for the student to be awarded an overall pass for the placement (minimum 40%). The practice educator uses their objective professional judgement to decide whether the student has achieved the required standard. The educator completes this process in collaboration with the student by reviewing the evidence documented in the Portfolio to support each of the performance criteria. The practice educator’s decision about the outcome of the assessment of practice is final. This decision will be upheld by the university providing that the assessment has been completed appropriately, in accordance with the guidelines. The practice educator having reviewed the student’s portfolio will use the marking grid to select a descriptor for each section of competencies. The marking system requires that marks for each of the three sections are totalled and then divided by three to provide a mean average score. This average then stands as the student’s final mark for the placement. Practice educators are required to contact the link tutor as early as possible if they feel a student is struggling to meet any of the competencies and therefore has the potential to fail the placement.

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10.13 In addition to the mark awarded for the placement, the student should receive verbal and written feedback about their performance. This feedback should be documented in a final report to the university; the student and educator should retain a copy.

10.14 Summative assessments will normally take place during the last week of the placement and must normally be completed by the last day of placement when they will be submitted.

10.15 If required, students will need to submit an extenuating circumstances form with validating evidence for late submission of placement documentation, as this is a regulatory requirement for late module submissions.

10.16 The results of summative assessment of practice are presented at the appropriate Award Assessment Boards, any appeals will be considered under the University of Plymouth regulations.

10.17 Students are required to pass each level of practice education before progressing

on to the next. Where a student has failed a placement they are permitted one opportunity to retrieve the placement on a subsequent occasion, in another setting and at a time to be agreed with the placement and programme leads. Students are normally required to pass at least one placement at first attempt in the programme, to be able to graduate. Issues with professional behaviour on placement can be referred to the University Fitness to Practice process for investigation and necessary sanction, including termination of study.

10.18 The student should provide evidence, which proves to others that the learning outcome has been achieved, see learning contract (Section 9). Evidence of competence can be demonstrated in a variety of ways and will usually centre on written evidence produced by the student. This might be in the form of reflections, case studies, supervision records, assessment/evaluation reports, intervention plans, records of feedback from others, and records of feedback from observation by educator and team.

10.19 University of Plymouth requirements for written work linked to practice settings dictate that all information from practice is made anonymous by students, so that it is not possible to identify any individual or organisation, in addition, local policy must be adhered to.

10.20 Direct observation, to assess the competence of the student, can be undertaken by the practice educator or an agreed member of the multi- professional care team (for example: physiotherapist, social worker, nurse).

10.21 The practice educator may obtain evidence about the student’s performance from others involved in the provision of care, for example: occupational therapy assistant, physiotherapist or nurse.

10.22 The student is responsible for collecting evidence in support of their competence and for maintaining their Practice Portfolio as part of their ‘Continuing Professional Development’.

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10.23 The student is responsible for making the evidence in the Portfolio available to the practice educator and the visiting tutor throughout the placement and particularly at the half way and final assessment points.

10.24 Placement module assessments:

Practice Placement 1 For all students: The assessment of competence will be completed by the practice placement educator(s) within the practice setting. The practice educator uses their objective professional judgement to decide whether the student has achieved the required standard. The marking system requires that marks for each of the three sections are totalled and then divided by three to provide a mean average score. This average then stands as the student’s final mark for the placement.

Practice Placement 2 For all students: The assessment of student competence will be completed by the practice placement educator(s) within the practice setting. The practice educator uses their objective professional judgement to decide whether the student has achieved the required standard. The marking system requires that marks for each of the three sections are totalled and then divided by three to provide a mean average score. This average then stands as the student’s final mark for the placement.

Practice Placement 3 For all students: The assessment of student competence will be completed by the practice placement educator(s) within the practice setting on a pass/fail basis. The practice educator uses their objective professional judgement to decide whether the student has achieved the required standard. The marking system requires that marks for each of the three sections are totalled and then divided by three to provide a mean average score. This average then stands as the student’s final mark for the placement.

For BSc (Hons) students only: A second element of the assessment will be completed following the students return to campus. They will be required to present a critical appraisal of how they have addressed occupational needs through an occupational therapy intervention that they have planned and implemented during their final placement. The student must have successfully completed the practice placement before undertaking the critical appraisal. The mark awarded for this element, will combine with the mark awarded by the practice educator and provide an overall grade for the placement.

10.25 In addition to providing an overall mark for the placement, the practice educator's qualitative feedback through additional comment about the student’s performance is very valuable for their professional development. The written half way and final report should refer to the module learning outcomes and the assessment form. The report can be handwritten in the space provided on the form or typed including a practice educator signature. The final report is required to be handed in along with the assessment form at the end of the placement.

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10.26 The Practice Educator’s Final Report should include reference to:

A. Professional accountability and autonomyHas the student been able to comply with protocols, manage their work load, reflect on their professional development, actively use supervision, and demonstrate potential for autonomous, accountable practice? Is the student able to practise within legal and ethical boundaries, act in the best interest of people accessing the service and maintain high standards of professional conduct and safety?

B. Professional relationshipsIs the student able to form professional and effective relationships with people accessing the service, carers, and other professionals and agencies? Is the student able to communicate appropriately verbally and non-verbally and report information accurately?

C. Knowledge and skills required for the application of Occupational Therapy practice.Can the student identify and critique underpinning theory, contextual influences and occupational philosophy? Can the student demonstrate professional reasoning in relation to assessment, planning tools, intervention and evaluation of practice? Does the student demonstrate practical skills necessary in the setting linked to the occupational therapy process? Can the student articulate a clear understanding of the OT process within the setting via a case study presentation?

10.27 The signed practice educator report should be attached to the practice placement assessment form. In addition, it is recommended the following copies are made:

1. One copy of the forms and related comments are retained by the educator

and stored as a confidential file for 5 years to be referred to in the case of an appeal or reference request.

2. One copy is retained by the student for his/her Professional Development portfolio for discussion with the personal tutor on return to University and to enhance future learning – students are strongly advised to copy their time sheet as well as placement form.

3. Two copies are required to be submitted to Plymouth University as advised by the module lead.

Please note: The student is responsible for submitting this documentation to Plymouth University by the set deadline date. Any late submissions for any reason, including educator sickness, must be accompanied by an extenuating circumstances form and validating evidence. Under regulations, any late or incomplete paperwork submissions may lead to a penalty in academic marks awarded for the module.

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10.28 Summary of the Assessment Process

Start of Placement - Induction Discuss learning and experience to date Discuss all the placement opportunities and the available resources Identify with the student their learning style Identify objectives, recording specific objectives in the learning contract, which

will include the learning outcomes of the module Discuss ways in which the student will demonstrate their achievement of the

placement competencies (the evidence which will be gathered) Initial entries into the learning contract agreed ⇓ During the placement - weekly supervision Use the supervision records and learning contract, to review the student’s

progress towards achieving the learning objectives for the placement. Review progress in the assessment of practice competencies including written

evidence this may include reflections, occupational therapy records and plans Agree what still needs to be achieved, and how this will be done. Document weekly supervision providing formative assessment of progress Update learning contracts during weekly supervision if new objectives

identified. ⇓ At the half-way formative assessment stage Review the learning contract, and all supporting evidence gathered to date. Review progress against the competencies set out in the assessment form. The educator completes the half-way report ‘tick boxes’ and Likert scale on

the assessment form which provides clear feedback to the student on their progress. The practice educators compiles a record of these half-way discussions and action plan for the latter half of placement.

The student files a copy of the assessment form capturing these feedback in their practice portfolio.

Agree what still needs to be achieved, and how this will be done. Update learning contract to reflect learning needs for remaining weeks. ⇓ By the final week of the placement The educator completes the final report ‘tick boxes’ and grades the student on

the three competencies sections on the assessment form. The marks for the three sections are then added together and divided by three to provide an average grade.

The student keeps a copy of the assessment form in their practice portfolio. The educator and student sign the summative assessment of the practice

placement module to confirm the grade awarded for the placement. The educator writes a detailed report and provides a copy for the student.

At the end of the placement the student must return to campus with all the completed placement documentation:– The signed original copy of the assessment form The Practice Educators final report – two copies Signed time-sheet (plus any expense claims if available- TBC see section

14.9)

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These all need to be handed in by the published deadline in order to comply with University of Plymouth Assessment regulations.

Within 4 weeks of the completion of placement send your educator a thankyou letter (see pages 110-112) which includes an evaluation form (see page 113). Please provide a copy to PAHC reception to be put into the student file. This evaluation form can also be used for discussion at the personal tutor meeting after placement.

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11. THE PRACTICE PORTFOLIO AND LEARNING CONTRACT

11.1 The Practice Portfolio provides a comprehensive record of the student's learning development and achievements throughout the programme. The Portfolio is central to the assessment of practice and must be used by the student throughout all three placements.

11.2 The student is expected to take responsibility for his or her own learning from the beginning of each placement. Regular (weekly) updating of the Portfolio ensures that evidence is collected to support the achievement of competence in practice.

11.3 The Portfolio is used continually by the student and their practice educator(s) and by visiting academic staff. The educator should ensure that they support the student in using the portfolio during every supervision session.

11.4 Students are encouraged to store documents relating to the Practice Portfolio electronically, however paper copies of the following must be made available for supervision and tutorials:

Current Curriculum Vitae detailing relevant work and educational experience Information about each practice placement and the scope of occupational

therapy practice. All completed learning contracts, including documents in progress Evidence of achieving learning outcomes as negotiated with educator Weekly supervision records Reflective accounts of aspects of practice

11.5 The Portfolio therefore provides evidence of the development and performance of the student, from novice to practitioner. There should be documentary evidence of the skills that have been achieved and areas needing further development.

11.6 The practice educator is advised to review the student’s learning needs at the start of each placement and use any relevant information in their portfolio when agreeing learning contracts. This is particularly important as a formative assessment process.

11.7 The learning contract provides a framework within which the process of learning is negotiated between the student and the practice educator. It encourages shared commitment in the learning process and provides a focus for weekly formal supervision time (Part Two/Section 8).

11.8 The learning contract is reviewed during supervision, when learning outcomes are evaluated and specific learning goals, in relation to the core skills of occupational therapy, are identified for the coming week.

11.9 The learning contract is the means by which student and educator both agree: what is to be learned, how the student is going to demonstrate their learning, how the student’s learning is to be assessed and the timescale.

11.10 It is essential that the student is aware of their performance at all times during the placement, in relation to the assessment competencies. An effective learning

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contract should provide the reassurance that they are achieving what is required to pass the placement.

11.11 During the first week the student should be observing and reflecting on aspects of the daily work of the educator, other therapists, and members of the inter-professional team. For example, the student may observe an assessment that they will need to be able to carry out competently to pass the placement. The learning contract should then be used to start the skill development process during the first supervision session. Students should prepare for supervision by bringing suggestions of how they will meet and evidence the learning outcomes.

11.12 After week one of the placement, the student will have begun to understand the educator’s role in the setting. With this in mind, the educator must consider the skills and abilities their students already has, as well as those he/she needs to acquire, in order to reach the required standard of competency.

11.13 The educator's knowledge of their own work setting enables them to share with the student key information and clinical reasoning relating to their daily activities and responsibilities. This will assist the student to assimilate previous learning as well as to identify new development needs.

11.14 Throughout the programme students continue to develop their understanding of inter-professional working within different contexts, and experience shared learning opportunities. Consideration should therefore be given to the creation of opportunities for shared learning experiences with other undergraduate students (where possible).

11.15 The educator should consider the competencies on the assessment form and identify ways to create opportunities for the student to practice and demonstrate competence in, each skill area. For example, can the educator use other staff members to assist? Are there other resources, a library, internet access, or other services that could facilitate the student’s learning?

11.16 Multiple learning needs may be identified each week. However, the educator should ensure that the student is supported to establish a realistic time-scale to achieve the competencies within the duration of the placement. The competencies as stated on the assessment form may need to be broken down or graded into achievable weekly activities.

11.17 The student is expected to discuss their personal and professional learning objectives during weekly supervision sessions. The practice educator will offer support and guidance in this process but should not write placement learning objectives on the student’s behalf.

11.18 The educator needs to ensure that they regularly ‘sign off’ objectives in the learning contract when they have been achieved.

11.19 The student should arrive at the placement familiar with the learning outcomes of the module and have some identified learning needs derived from the previous placement or from university preparation sessions. These should be discussed with the educator at the beginning of the placement.

11.20 The student should begin completing the learning contract in preparation for the first supervision session, and ensure that it is referred to during each subsequent supervision session.

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11.21 The student needs to ensure that their educator signs the learning contract when objectives have been achieved.

11.22 The student must ensure that their learning contract is regularly updated/re-negotiated to reflect new or yet to be achieved learning objectives. This serves as a measure of the student performance in relation to the competencies required to pass the placement.

11.23 The student must ensure that the evidence for achieving the learning outcomes is clearly documented and provided for discussion in supervision and tutorials.

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12. SUPPORT FOR STUDENTS ON PRACTICE PLACEMENTS12.1 The Practice Educator plays an essential role in providing students with learning

opportunities in the practice setting in order that they acquire the necessary knowledge and skills to be eligible to apply for registration with the Health and Care Professions Council. Practice educators work alongside the student, supporting and supervising them in the practice environment. They are responsible for assessing the student’s performance against specified competencies required at each level of the programme. Effective assessment of a student's ability to practice to the required standard is dependent upon the relationship between the student and the practice educator. The educator is the professional who makes the decision about whether the student is safe to practice. The educator is supported in this role by the link tutor and the wider occupational therapy programme team.

12.2 University based tutorials for placement modules: Prior to each of the three practice placements modules, preparation workshops are delivered on campus. These timetabled sessions are designed to help students understand the expectations of the particular placement assessments and to review learning strategies that can be developed in conjunction with the practice portfolio. Students receive instruction in the use of learning contracts and reflective supervision records as part of their continual professional development. Students are also asked to attend a half way tutorial to discuss their progress with tutors and peers and enhance practice learning. Following each practice placement, debriefing sessions are timetabled to allow students to reflect on their experience and to learn from their peers in a structured manner.

12.3 Link Tutors

Each placement setting has a named link tutor from the Occupational Therapy Team. The link tutor is responsible for:

forming an appropriate link between the practice placement unit and the university

supporting the educators to maintain correct placement information (Placement Environment Profile PEP) on the placement database ARC alongside the pepsupport team (pepsupport@plymouth.ac.uk)

supporting the educators to complete regular audit for quality monitoring (this should be updated on the PEP page), providing feedback to the University regarding the quality of individual placements

supporting educator development through encouraging access to regular training and updates leading to APPLE accreditation; the educator peer support scheme and newsletter circulation

supporting educators and service providers to develop new placements, (including placements across statutory and third sector agencies where there is an opportunity)

supporting educators with student supervision, developing the learning contract and assessment as required, including contact at the half way point of the placement

enabling the clinical educator to discuss student progress and to give guidance on the assessment of the student performance

supporting students to identify their learning needs and ways of meeting their learning outcomes, issues discussed may relate to travel and accommodation, any aspect of practice or may be of a pastoral nature

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Initial contact between the placement educator and link tutor may be by telephone or email with a tutor visit (or if necessary a telephone call) typically taking place at the mid-point of the placement. The team can be contacted at any time by the student or practice educator to offer advice, guidance and support. In addition, where it is either requested or considered necessary, the link tutor will make arrangements for extra visit/s. It is the tutor’s responsibility to ensure that the placement is providing learning opportunities consistent with the expectations for the particular level of study, that the assessment of the student’s competence is being carried out fairly in accordance with the university procedures and that the student is receiving an appropriate level of support. The input from the practice placement tutor and/or link tutor is particularly relevant where the student is struggling or failing the placement.

12.4 Criteria for visits by Occupational Therapy Link Tutors:

new placement new practice educator student with poor overall profile or retaking a placement student with significant disability support requirements visit requested from the practice educator(s) or student visit requested by member of programme team programme team wishing to maintain practice links

12.5 The aims of the visit are to:

monitor the student’s progress and achievements ensure the student is using the Practice Portfolio as expected e.g. learning

contract and reflective supervision records clarify the assessment requirements and procedures provide support and guidance where the student may be experiencing

difficulties

12.6 Practice placement tutors are committed to placing value on visits as a welcome opportunity for all parties to meet and exchange ideas, to acknowledge the student's achievements, and to discuss any necessary revisions or changes to the practice placement. The visit is usually arranged to coincide, as near as possible, with the half way stage of the placement. Visits usually take approximately one hour. The student and practice educator maybe seen together; or separately and then together; as considered appropriate by all concerned. This format allows for discussion of any areas of concern, issues that need to be addressed, and as a way of monitoring student's progress in relation to achieving the assessment criteria as well as offering support to the student and educator.

12.7 After the visit, the member of staff completes a report (Part Two/Section 11). This is kept in the student's personal file and the student's personal tutor notified of anything significant requiring further action on the students return to campus. The occupational therapy practice placement team should also be made aware of any issues.

12.8 What if a student is failing?

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If the student is experiencing difficulties or is failing the placement, practice educators should notify the University occupational therapy team as soon as possible. A member of staff will arrange to visit the placement urgently (or discuss in depth via telephone if this is not possible). At this meeting/consultation, the student and practice educator will be listened to in an open manner to ascertain the specific nature of the problems. The university tutor will summarise the outcome of the meeting so that all parties are clear about what has been said and what action is to be taken. University tutors can offer a range of support for both the student and placement educator in these circumstances. The member of the occupational therapy programme team, ideally the practice placement lead, must be informed when the practice educator(s) decide to fail a student and where they wish to terminate the placement early i.e. before the designated number of weeks stipulated for the that placement.

12.9 In the event of unresolved difficulties or where safety is compromised, the university tutor may withdraw a student from the placement at any time after consultation between all relevant parties, and provided there is clearly documented evidence to support this decision. More typically the decision to fail the student should be made at the time of the halfway or final report as this coincides with a formal assessment stage.

12.10 Failed placement

Where a student has failed a placement they will normally be given one subsequent opportunity to retrieve the placement, in another setting. The placement tutor will only allocate a student who needs to retrieve a failed placement after negotiation with the new practice educator. This is to ensure the educator is confident and able to support a retake student. Resit placements will normally occur during the summer break for BSc students and in the following placement block for MSc and PGDip students. Link tutors offer further support and a debrief for educators, where there have been difficulties, usually where a student had failed.

12.11 Additional support

Where a number of students are on placement in a particular geographical area peer support is encouraged. Many placements provide timetabled opportunities for this support and additional teaching e.g. tutorials throughout the placement. Whilst they are on placement telephone and email support systems are in place allowing students to contact personal tutors/module leaders. This facilitates students’ learning in the practice setting and assists them with the additional demands of preparing for formal assessments.

12.12 Supporting students with additional educational needs in practice:

Some students may require additional support from placement tutors and the University specialists in relation to specific learning and additional needs, for example, dyslexia, hearing, sight or mobility impairments. The following procedures are followed when allocating students that are known to have specific learning needs. Before student placements are allocated, the allocating staff liaise with Disability Assist Services (DAS) assessors and learning development tutors to discuss the student’s additional learning needs. Where a student’s needs are likely

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to impact on their learning within the practice placement setting, an appropriate plan is produced in accordance with the Equality Act 2010. With the student’s consent the practice educator will then be contacted and made aware of any specific learning needs and any additional support that the student may need whilst on placement. Specialist assessors from DAS may be requested to work closely with students and the practice educator(s) to identify and develop supportive learning strategies during the placement. In addition students are made aware of the College of Occupational Therapists guidance on disability and learning (COT 2004) which works in conjunction with the above. Preparing educators for supporting students who have special educational needs is an integral component of the initial practice educator training and ongoing updates. In addition to explaining the responsibilities of the university and the placement provider, specific examples are discussed to explore ‘reasonable adjustment’ within the practice setting.

Under the Equality Act legislation, practice educators are required to make ‘reasonable adjustment’ to ensure that disabled students are not placed at a ‘substantial disadvantage’ in comparison to someone who is not disabled. The placement team are proactive in ensuring ‘best practice’ and facilitate practical links between Disability Assist Services (DAS), students and their practice educators. Specialist assessors from DAS may be requested to work closely with students and the practice educator(s) to identify and develop supportive learning strategies during the placement. In addition students can refer to the College of Occupational Therapists guidance on disability and learning (COT 2004) which works in conjunction with the above.

12.13 Fitness to Practise / Professional Suitability: Occasionally there may be an incident or circumstance where practice educators are concerned that a student’s behaviour breaches the Code of Ethics and Professional Conduct of COT (2015) or the Guidance on Conduct and Ethics for Students (HCPC 2012). It is important that the student does not put service users, the placement setting or themselves at risk and it may be that the placement needs to be suspended or terminated immediately or at short notice. If there is any concern about a student’s fitness to practice at any time the educator needs to contact either the university link tutor, placement lead or programme lead for that student without delay (Tel: 01752 588800). University staff will prioritise their time to support placements in these circumstances. The University has a Fitness to Practice process that may be used, this can be viewed in the Appendices of this document.

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13. SUPERVISION 13.1 The student and practice educator are required to engage in a formal supervision

session for a minimum of one hour each week. Supervision should facilitate the development of the student’s competence and offer a formal opportunity to share constructive feedback with appropriate evidence about the student's progress.

13.2 The learning contract and portfolio should be used as the tool to facilitate feedback about the previous week’s activities and to plan future learning objectives/strategies (Part Two/Section 9).

13.3 The student must complete a supervision preparation form before each supervision session, this record should form the basis of discussion (Part Two/Section 7).

13.4 The following formalities of supervision should be observed:

Planned - a date and time for supervision should be planned in advance so that both student and educator can prepare.

Regular - supervision should occur regularly (min. 1 hour per week). Time - the supervision appointment is a matter of priority and should not be

altered unless absolutely necessary. Both student and educator should agree the length of time the session will last and keep to this agreement.

Preparation - both student and educator must prepare for supervision, the student should use their reflective supervision records to aid discussion.

Room - the room should be free from interruption from other people, telephones and bleeps.

13.5 Feedback should be specific - all feedback must be supported with specific examples of performance or behaviour.

13.6 Feedback should be constructive - if educators give constructive criticism, the information should be delivered clearly and without ambiguity.

13.7 Feedback should be regular - it is essential that students are aware of their progress and their own level of competence throughout the placement. Feedback at the halfway and the final report stages should not come as a surprise to the student.

13.8 Share ideas - both student and educator should contribute to the supervision process. Ideas about improving performance should come from both student and educator. The student should be encouraged to share information about the placement experience with the educator.

13.9 Check out understanding - the educator should ensure that the student understands the feedback being given. When feedback is negative and the student is required to improve their performance, the educator should offer clear examples as evidence.

13.10 The educator should ensure that the views held by the student about their own strengths and limitations are consistent with the educator’s assessment of the situation. For example, if the student perceives that he/she can “initiate appropriate contact with clients”, but the educator has evidence that this is not the case, the

37

educator must raise this with the student and together they should use the learning contract to develop a strategy to address this area.

13.11 When a student is failing a placement - if the student is likely to fail at halfway or at the final assessment, this must be clearly communicated to the student at the earliest opportunity, and the practice placement link tutor at the University of Plymouth notified as soon as possible. This should allow the student every opportunity to acknowledge the difficulties, seek support and develop strategies to address the concerns rather than waiting until the final assessment

13.12 Keep a record – the educators should keep their own record of the supervision sessions in line with best practice. These records may be used to inform the educator when they are compiling the final report.

13.13 Study time: Students are allocated the equivalent of one half day each week for study throughout their placement. Study time should operate flexibly to meet the demands and routine of the placement and educator. It should not be assumed that Friday afternoon will automatically be allocated for example, as there may be reasons where it is more appropriate for another half day to be used. Study time is to be included in the overall placement hours.

13.14 By negotiation with the educator, it may be possible to ‘save up’ study time so that the student forfeits one half day and takes one whole day once a fortnight. The student should not assume that this will always be possible, but must negotiate this with the educator. It is not acceptable to ‘save up’ study time into a large block at the end of the placement as it is provided to integrate study alongside placement learning.

13.15 During each placement the student will negotiate with the educator a suitable service user/ client/ patient for a case study. The selected person should be representative of the day-to-day caseload of the practice educator. The student should present this case study at an agreed time towards the latter half of the placement.

13.16 The educator should usefully consider both the written work and the presentation as evidence to support their assessment of the student's competence, for example assessing the student's ability to interpret and apply knowledge in relation to the wider contexts of care.

13.17 The case study may include the following information;

38

Considering a Case Study

1. Introduction to the context of setting and case study The national legislation and policy influencing the service/intervention The local/organisational policy Opportunities, limitations and remit of the service Reason for referral to occupational therapy

2. Occupational Therapy Assessment Relevant personal history - considering social and residential

circumstances, self-maintenance, work and leisure roles Standardised and non-standardised assessment tools used Presenting occupational issues considered through the framework of a

recognised model of occupational therapy practice

3. Planning Clear presentation of the individual’s main aims and objectives Clear short, medium and long term plan reflecting the occupational

needs highlighted through assessment Evidence of client/person centred approach and integration of the

model Consider whether practice had an occupational focus and consider

occupational expectations the individual may have SMART objectives Consider of the role of other professionals and agencies within the

plan Demonstrate integration and synthesis of the individual’s wishes, the

service remit and the underpinning occupational philosophy of practice

4. Intervention Clear description of the intervention carried out Approaches and frames of reference underpinning the intervention Professional reasoning for the intervention Evidence base for use of chosen intervention

5. Evaluation and outcome measures Outcome measures and re-assessment tools used by the service or if

not used suggest potential options Consider the evidence of effectiveness of the intervention Feedback mechanisms, for example, debrief tools, evaluations,

discharge reports, quality monitoring Consider how the intervention and your practice could be modified

6. Personal evaluation Reasons for the choice of case Personal reflections on time spent with the individual, carers and other

professionals. What went well and what might have been done differently? Was the assessment comprehensive? Was the model useful? Was the plan SMART, person centred and occupation focussed? Was the intervention evidence based, effective and within the service

remit? Were outcome measures used and were they useful in demonstrating effectiveness?

39

14. STUDENT HEALTH AND SAFETY ON PLACEMENT 14.1 Student Induction Checklist

All students should receive an induction into the organisation and be made aware of the relevant health and safety issues. They should begin completing an induction checklist during the first week of placement. An induction checklist is included in Part 2/Section 6.

14.2 Student Health

Students are required to complete a health declaration prior to the commencement of the programme. They are required to inform the university of any changes in their health status over the three years. Students are strongly advised to inform the practice educator of any health related issues that may affect the placement in order to get the support they may need.

Prior to commencing the programme, all students are screened by Occupational Health. They are offered the opportunity to have a hepatitis B vaccination as well as any other necessary vaccinations.

Students have access to pastoral support, personal tutors and professional counsellors through the University of Plymouth.

14.3 Sickness Absence

Educators must ensure that they have given the student instructions on how to report absence through sickness. If a student is absent from placement for more than five days a fit to work certificate must be completed. After seven days a doctor’s certificate is required. This should be seen by the educator and posted to the programme administrator at PAHC, Plymouth University. Students must record the dates of absence, and document these on their placement time sheets. The educator is required to sign these timesheets to verify any periods of student absence whilst on placement. In addition, students must keep their link tutor and programme administrators of all absence by phone or email.

Students should provide educators with a contact in the event of an emergency on their information form (sent to the educator prior to placement). Educators should ensure that they have these details readily available. In the event of an emergency the practice placement link tutor at the university should be informed as soon as possible.

If the student has a prolonged period of sickness that compromises their ability to achieve a successful placement outcome, the educator must inform the placement tutor. A decision can then be reached about the continuation of the placement.

If an accident, incident or near miss occurs on practice placement premises, or at any other premises, the educator will be required to provide the Accident Form for the student to complete and this will be retained by the educator. Any accident must be reported to the placement team as soon as is reasonably practicable.

40

14.4 Insurance

All Plymouth University students are insured by the university during their academic studies, this includes all of their placements. In addition, students are strongly encouraged to register as student members of BAOT via the College of Occupational Therapists (COT) at the commencement of the degree programme and have additional professional indemnity insurance cover, provided they are supervised by a HCPC registered occupational therapist.

14.5 Criminal Records Bureau Disclosure

All students are subject to the enhanced Criminal Records Bureau check and sign an annual self-declaration to state that circumstances have not changed. Students have their own copy of the processed disclosure form, which they should present as required.

14.6 Health and Safety Legislation

During the induction week of the placement students are required to read all the relevant policies and procedures as provided by the department/establishment. The practice educator must ensure that students are familiar with local policies, procedures and preferred equipment specified by the organisation, Trust or Local Authority.

14.7 Mandatory Training

All students attend a mandatory training programme on campus in their first year before going on placement. A certificate of attendance can be provided for the educator as requested. All practice educators should be aware that it is their responsibility to offer further training to their student, so that skills introduced in the classroom are developed in the workplace setting. Mandatory training includes:

Basic Life Support Equality & Diversity Fire Prevention Infection Control Moving and Handling (Practice and theory) Mental Capacity Act Safeguarding Children

14.8 Home visits and community working

In some circumstance students may be required to carry out unaccompanied home/community visits. The student should work within departmental policies and procedures. The student should be informed of the workplace safety procedures for home/community visits. The following guidelines may also be useful:

Educators should use judgement and involve the student in the selection of appropriate home/community visits for the student to carry out alone. Educator and student should take into account the ability and experience of the student, the nature of the visit and the level of responsibility required.

Before making unaccompanied visits, the student should have the opportunity to experience home/community visits with the educator and/or other staff.

41

Before the visit, student and educator should discuss the visit and explore anticipated issues so that the student is aware of the level of responsibility he/she is required to take.

After the visit, the educator should discuss and reflect on the experience with the student.

If the student is required to use their own car for working with service users/ clients/patients whilst on placement, the student should ensure that they have additional motor insurance to cover this purpose. Educators should give the student details of how a car is to be used in their earliest communication with the student.

14.9 Student Expense Claims

Individual student's eligibility for claiming placement expenses is unclear at the time of writing (September 2016) and will be dependent on decisions made in the light of the Government Spending Review of November 2015. If appropriate, students will be given details about eligibility for claiming expenses with their pre-placement information from PAHC, Plymouth. If students have any further enquiries about expenses they should contact the OT Programme Administrator.

42

CONTENTS:

PART TWO

1. DESCRIPTIVE MODULE RECORDS (DMR)PLACEMENT ONE BSC 40PLACEMENT TWO BSC 43PLACEMENT THREE BSC 46

PLACEMENT ONE MSC & PG DIP 50PLACEMENT TWO MSC & PG DIP 53PLACEMENT THREE MSC & PG DIP 56

2. ASSESSMENT FORMSPLACEMENT ONE 60PLACEMENT TWO 67PLACEMENT THREE 74

3. DECLARATION FORM 81

4. STUDENT INFORMATION FOR EDUCATORS 82

5. PLACEMENT INDUCTION LIST 83

6. SUPERVISION PREPARATION FORM 84

7. SUPERVISION RECORD 85

8. LEARNING CONTRACT 86

9. REFLECTION TOOL 87

10. HALF WAY CONTACT RECORD 88

11. CAR USE FOR PLACEMENT 92

12. STUDENT EVALUATION FORM 93

13. WORK PLACE AGREEMENT 98

14. PLACEMENT AUDIT TOOL 109

15. GLOSSARY OF TERMS 120

43

Plymouth University Module Record

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.MODULE CODE: OCT405 MODULE TITLE: Practice Placement 1

CREDITS: 20 FHEQ LEVEL: 4 JACS CODE: TBC

PRE-REQUISITES: none

CO-REQUISITES: none

COMPENSATABLE: N (if No identify programmes in notes box below)

SHORT MODULE DESCRIPTOR: (max 425 characters)This module enables students to experience occupational therapy within wider contexts of inter-professional or multi-agency practice. Students will experience collaborative working with colleagues from other disciplines. Through supervised practice, students will develop basic skills underpinning occupational therapy, relating this to campus based study..ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}

WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)

xx% C1 xx% P1 100%

E2 (OSCE) xx% C2 xx% P3 xx%

T1 (in-class test) xx% A1 xx%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: OT/OT

Professional body minimum pass mark requirement: 40%

MODULE AIMS:1. To enable students to develop basic professional and therapeutic skills within the

practice setting

2. To enable students to experience inter-professional/multi-agency and collaborative teamwork within the practice setting

3. To develop reflective practice skills

4. To introduce students to underpinning principles in terms of the expectations of occupational therapists, the skills required for application to practice and the knowledge and understanding required.

ASSESSED LEARNING OUTCOMES: (additional guidance below)1. Demonstrate achievement of competencies shown on the level 4 placement

assessment form.2. Complete an academic case study to present in the practice setting 3. Conduct her/ himself in an appropriate professional manner and comply with the

Codes of Practice/ Ethics.Knowledge and Understanding (LO1,2,3) Cognitive/Intellectual Skills (LO 1,2,3) Key/Transferable Skills (LO 1,2,,3,) Practical Skills (LO 1,3)

44

DATE OF APPROVAL: November 2016 FACULTY/OFFICE: Health, and Human Sciences

DATE OF IMPLEMENTATION: September 2017

SCHOOL/PARTNER: Health Professions

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Summer (please specify)

Additional notes (for office use only):Students are required to achieve all elements of the module assessment to pass the module overall.

Additional Guidance for Learning Outcomes:

To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)

Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx

45

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017/2018 NATIONAL COST CENTRE: 103

MODULE LEADER: Fiona Fraser OTHER MODULE STAFF: Samantha Turner

Summary of Module Content Maintenance of defensible documentation, including records and report writing Development of communication skills, professional skills and behaviours Inter-professional and/or multi-agency team structures and collaborative practice Physical and psychological and social needs of patients/clients with occupational

dysfunction Occupational therapy skills of assessment, planning, intervention and evaluation

within occupational dysfunction Models and approaches of practice Structure and delivery of health care services including relevant national service

frameworks, client pathways, and protocols of care and governance Professional conduct, maintaining safe practice, codes of ethics Practice portfolio - reflective practice and learning contracts Continuing Professional Development

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationPractice placement hours 262.5 HCPC / COT requirement for placement hoursLectures, workshops and mandatory training

12

Total 274.5 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

Cat

egor

y

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ent

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ame

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nt

wei

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Written exam

E_ %

T_ %

Coursework C_ %

Practice P_ 100 %

Updated by: Lyn Westcott Date: 08.09.2016

Approved by: Date: November 2016

46

Plymouth University Module Record

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: OCT504 MODULE TITLE: Practice Placement 2

CREDITS: 30 FHEQ LEVEL: 5 JACS CODE: TBC

PRE-REQUISITES: Successful completion of previous placement

CO-REQUISITES: None

COMPENSATABLE: N (if No identify programmes in notes box below)

SHORT MODULE DESCRIPTOR: (max 425 characters)The module builds on occupational therapy knowledge, skills and experience gained. Students will actively participate in the occupational therapy intervention process, demonstrating increased autonomy whilst being supervised. Knowledge and skills underpinning inter professional working will be further developed..ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}

WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)

xx% C1 xx% P1 100%

E2 (OSCE) xx% C2 xx% P3 xx%

T1 (in-class test) xx% A1 xx%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: OT/OT

Professional body minimum pass mark requirement: 40%

MODULE AIMS:1) To enable students to further develop and analyse own professional and

therapeutic skills within the practice setting

2) To enable students to experience inter-professional/multi-agency and collaborative teamwork within a different practice setting

3) To enhance reflective practice skills

4) To develop students’ understanding of underpinning principles in terms of the expectations of occupational therapists, the skills required for application to practice and the knowledge and understanding required.

ASSESSED LEARNING OUTCOMES: (additional guidance below)1. Demonstrate achievement of competencies shown on the level 5 placement

assessment form.2. Complete an academic case study to present in the practice setting 3. Conduct her/ himself in an appropriate professional manner and comply with the

Codes of Practice/ Ethics.

47

Knowledge and Understanding (LO1,2,3) Cognitive/Intellectual Skills (LO 1,2,3) Key/Transferable Skills (LO 1, 2,3) Practical Skills (LO 1,,3)

DATE OF APPROVAL: November 2017 FACULTY/OFFICE: Health and Human Sciences

DATE OF IMPLEMENTATION: September 2017

SCHOOL/PARTNER: Health Professions

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Autumn

Additional notes (for office use only):Students are required to achieve all elements of the module assessment to pass the module overall.

Additional Guidance for Learning Outcomes:

To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)

Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx

48

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017/2018 NATIONAL COST CENTRE:

MODULE LEADER: Fiona Fraser OTHER MODULE STAFF: Samantha Turner

Summary of Module Content Indicative Syllabus Content:

Occupational therapy process – information gathering, assessment, planning,Intervention and evaluation; health promotion activities, professional reasoning, recording and report writing, health and safety policies and risk assessment.

Communication skill development, reflection on practice, evidence based practice. Health and social care legislation and policies, care pathways, national service

frameworks and governance. Inter-professional collaboration working within health and social contexts of care How to record Continuing Professional Development through effective use of the

Placement Portfolio

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationPractice placement hours 337.5 HCPC / COT requirement for placement hoursLectures and workshops 7

Total 344.5 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

Cat

egor

y

Elem

ent

Com

pone

nt N

ame

Com

pone

nt

wei

ghtin

g

Com

men

ts

Incl

ude

links

to

lear

ning

ob

ject

ives

Written exam

E_ %

T_ %

Coursework C_ %

Practice P_ 100 %

Updated by: Lyn Westcott Date: 08/09/2016

Approved by: Date: November 2017

49

Plymouth University Module Record

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: OCT603 MODULE TITLE: Practice Placement 3

CREDITS: 30 FHEQ LEVEL: 6 JACS CODE: TBC

PRE-REQUISITES: Successful completion of previous placements

CO-REQUISITES: None

COMPENSATABLE: N (if No identify programmes in notes box below)

SHORT MODULE DESCRIPTOR: (max 425 characters)This module will require the student to demonstrate a range of core skills that will be required of a competent entry level practitioner. The student will develop increasing autonomy, working at times independently demonstrating professional reasoning skills and decision making relevant to clients needs and contexts of practice.ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}

WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)

xx% C1 50% P1 100%

E2 (OSCE) xx% C2 xx% P3 xx% or Pass/Fail

T1 (in-class test) xx% A1 xx%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: OT/OT

Professional body minimum pass mark requirement: 40%

MODULE AIMS:1) To enable students to further develop and evaluate own professional and

therapeutic skills within the practice setting

2) To enable students to implement the occupational therapy process for a small caseload of individuals, with minimum supervision and direction

3) To enable students to communicate and interact effectively with people accessing and delivering the service including clients, carers, colleagues and other professional team members within a health, social care, third sector or independent setting

4) To enable students to experience and evaluate inter-professional/multi-agency and collaborative teamwork within a different practice setting and work effectively across professional and organisational boundaries

5) To consolidate students’ understanding of underpinning principles in terms of the expectations of occupational therapists, the skills required for application to practice and the knowledge and understanding required.

50

ASSESSED LEARNING OUTCOMES: (additional guidance below)

1. Demonstrate achievement of competencies shown on the level 6 placement assessment form.

2. Conduct her/ himself in an appropriate professional manner and comply with the Codes of Practice/ Ethics.

3. Complete an academic case study assignment which is marked in the university setting, based on work with a person accessing the occupational therapy service in the placement.

Knowledge and Understanding (LO1,2,3) Cognitive/Intellectual Skills (LO 1,2,3) Key/Transferable Skills (LO 1,2,3) Practical Skills (LO 1,2,)

DATE OF APPROVAL: November 2016 FACULTY/OFFICE: Health and Human Sciences

DATE OF IMPLEMENTATION: September 2017

SCHOOL/PARTNER: Health Professions

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Spring

Additional notes (for office use only):Students are required to achieve all elements of the module assessments to pass the module overall.

Additional Guidance for Learning Outcomes:

To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)

Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx

51

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017/2018 NATIONAL COST CENTRE:

MODULE LEADER: Fiona Fraser OTHER MODULE STAFF: Samantha Turner

Summary of Module Content Indicative Syllabus Content:

Application of the occupational therapy process within the context of legislation, policy, and care pathways

Proficiency in professional reasoning skills, reflective practice, self-evaluation and problem solving skills

Application of occupational therapy professional and therapeutic skills Client centred practice Ethical issues relating to health and social care Risk management, occupational needs assessment, health promotion and

governance Management of self, resources and case load Professional responsibilities, COT: Code of Ethics and Professional Conduct for

Occupational Therapists, HCPC standards and codes of ethics Inter-professional working Continuing Professional Development through critical self-appraisal and reflection

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationPractice placement hours 450 HCPC requirement for placement hoursLectures, workshops and mandatory training

10

Total 460 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

Cat

egor

y

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ent

Com

pone

nt N

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Com

pone

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wei

ghtin

g

Com

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Incl

ude

links

to

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ob

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ives

Written exam

E_ %

T_ %

Coursework C_

Practice P1_ W! – competenciesW2 – viva

50%

50%

52

voce

Updated by: Lyn Westcott Date: 08/09/2016

Approved by: Date: November 2016

53

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: OCTP402 MODULE TITLE: Practice Placement 1

CREDITS: Not credit rated FHEQ LEVEL: 4 JACS CODE TBC

PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: N (if No identify programmes in notes box below)

SHORT MODULE DESCRIPTOR: (max 425 characters)This module enables students to experience occupational therapy within wider contexts of inter-professional or multi-agency practice. Students will experience collaborative working with colleagues from other disciplines. Through supervised practice, students will develop basic skills underpinning occupational therapy, relating this to campus based study.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (Formally scheduled)

xx% C1 only formative

grade awarded

P1 Pass/Fail

E2 (OSCE) xx% C2 xx% P3 xx% or Pass/Fail

T1 (in-class test) xx% A1 xx%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Occupational Therapy

Professional body minimum pass mark requirement: Pass all competencies at 40% or above

MODULE AIMS:1. To enable students to develop basic professional and therapeutic skills within the

practice setting2. To enable students to experience inter-professional/multi-agency and collaborative

teamwork within the practice setting3. To develop reflective practice skills4. To introduce students to underpinning principles in terms of the expectations of

occupational therapists, the skills required for application to practice and the knowledge and understanding required.

54

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to: 1. Demonstrate achievement of competencies shown on the level 4 placement assessment

form.2. Complete an academic case study to present in the practice setting 3. Conduct her/ himself in an appropriate professional manner and comply with the Codes of

Practice/ Ethics.Knowledge and Understanding (LO1,2,3) Cognitive/Intellectual Skills (LO 1,2,3) Key/Transferable Skills (LO 1,2,,3,) Practical Skills (LO 1,,3)

DATE OF APPROVAL: November 2016 FACULTY/OFFICE: Health and Human Sciences

DATE OF IMPLEMENTATION: September 2017

SCHOOL/PARTNER: Health Professions

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Summer

Additional notes (for office use only):Students are required to achieve all elements of the module assessments to pass the module overall.

Additional Guidance for Learning Outcomes:

To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)

Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx

55

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017 NATIONAL COST CENTRE: 103

MODULE LEADER: Fiona Fraser OTHER MODULE STAFF: Samantha Turner

Summary of Module Content Maintenance of defensible documentation, including records and report writing Development of communication skills, professional skills and behaviours Inter-professional and/or multi-agency team structures and collaborative practice Physical and psychological and social needs of patients/clients/service users with

occupational dysfunction Occupational therapy skills of assessment, planning, intervention and evaluation within

occupational dysfunction Models and approaches of practice Structure and delivery of health / social care services including relevant policy, client

pathways, and protocols of care and governance Professional conduct, maintaining safe practice, codes of ethics and conduct Practice portfolio - reflective practice and learning contracts Continuing Professional Development

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationPractice placement hours 262.5 HCPC / COT requirement for placement hoursLectures, workshops and mandatory training

12

Total 274.5 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

Cat

egor

y

Elem

ent

Com

pone

nt N

ame

Com

pone

nt

wei

ghtin

g

Com

men

ts

Incl

ude

links

to

lear

ning

ob

ject

ives

Written exam

E_ %

T_ %

Coursework C_ %

Practice P_ 100%

56

Updated by: Lyn Westcott Date: 08/09/2016

Approved by: Date: November 2016

57

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: OCTP502 MODULE TITLE: Practice Placement 2

CREDITS: Not credit rated FHEQ LEVEL: 5 JACS CODE: TBC

PRE-REQUISITES: Successful completion of previous placement

CO-REQUISITES: None

COMPENSATABLE: N (if No identify programmes in notes box below)

SHORT MODULE DESCRIPTOR: (max 425 characters)The module builds on occupational therapy knowledge, skills and experience gained. Students will actively participate in the occupational therapy intervention process, demonstrating increased autonomy whilst being supervised. Knowledge and skills underpinning inter professional working will be further developed..ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}

WRITTEN EXAMINATION COURSEWORK PRACTICEE1 (Formally scheduled)

xx% C1 only formative grades

awarded

P1 Pass/Fail

E2 (OSCE) xx% C2 xx% P3 xx% or Pass/Fail

T1 (in-class test) xx% A1 xx%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Occupational Therapy

Professional body minimum pass mark requirement: Pass all competencies at 40% or above.

MODULE AIMS:1. To enable students to further develop and analyse own professional and

therapeutic skills within the practice setting2. To enable students to experience inter-professional/multi-agency and collaborative

teamwork within a different practice setting3. To enhance reflective practice skills4. To develop students’ understanding of underpinning principles in terms of the

expectations of occupational therapists, the skills required for application to practice and the knowledge and understanding required.

58

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Demonstrate achievement of competencies shown on the level 5 placement assessment form.

2. Complete an academic case study to present in the practice setting 3. Conduct her/ himself in an appropriate professional manner and comply with the

Codes of Practice/ Ethics.Knowledge and Understanding (LO1,2,3) Cognitive/Intellectual Skills (LO 1,2,3) Key/Transferable Skills (LO 1,2,,3,) Practical Skills (LO 1,,3)

DATE OF APPROVAL: November 2016 FACULTY/OFFICE: Health and Human Sciences

DATE OF IMPLEMENTATION: September 2017

SCHOOL/PARTNER: Health Professions

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Autumn

Additional notes (for office use only):Students are required to achieve all elements of the module assessment to pass the module overall.

Additional Guidance for Learning Outcomes:

To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards

Framework for Higher Education Qualifications http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)

Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx

59

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017 NATIONAL COST CENTRE: 103

MODULE LEADER: Fiona Fraser OTHER MODULE STAFF: Samantha Turner

Summary of Module Content Occupational therapy process – information gathering, assessment, planning,

Intervention and evaluation; health promotion activities, professional reasoning, recording and report writing, health and safety policies and risk assessment.

Communication skill development, reflection on practice, evidence based practice. Health and social care legislation and policies, care pathways and governance. Inter-professional collaboration working within health and social contexts of care How to record Continuing Professional Development through effective use of the

Placement Portfolio

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationPractice placement hours 337.5 HCPC / COT requirement for placement hoursLectures and workshops 7

Total 344.7 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

Cat

egor

y

Elem

ent

Com

pone

nt N

ame

Com

pone

nt

wei

ghtin

g

Com

men

ts

Incl

ude

links

to

lear

ning

ob

ject

ives

Written exam

E_ %T_ %

Coursework C_ %Practice P_ 100%

Updated by: Lyn Westcott Date: September 2016

Approved by: Date: November 2016

60

PLYMOUTH UNIVERSITY MODULE RECORD

SECTION A: DEFINITIVE MODULE RECORD . Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: OCTP602 MODULE TITLE: Practice Placement 3

CREDITS: Not credit rated FHEQ LEVEL: 6 JACS CODE: TBC

PRE-REQUISITES: Successful completion of previous placements

CO-REQUISITES: None

COMPENSATABLE: N (if No identify programmes in notes box below)

SHORT MODULE DESCRIPTOR: (max 425 characters)This module will require the student to demonstrate a range of core skills that will be required of a competent entry level practitioner. The student will develop increasing autonomy, working at times independently demonstrating professional reasoning skills and decision making relevant to clients needs and contexts of practice.

ELEMENTS OF ASSESSMENT [Use HESA KIS definitions}WRITTEN EXAMINATION COURSEWORK PRACTICE

E1 (Formally scheduled)

xx% C1 Only formative grades

awarded

P1 Pass/Fail

E2 (OSCE) xx% C2 xx% P3 xx% or Pass/Fail

T1 (in-class test) xx% A1 xx%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Occupational Therapy

Professional body minimum pass mark requirement: Pass all competencies at 40% minimum.

MODULE AIMS:1. To enable students to further develop and evaluate own professional and

therapeutic skills within the practice setting2. To enable students to implement the occupational therapy process for a small

caseload of individuals, with minimum supervision and direction3. To enable students to communicate and interact effectively with people accessing

and delivering the service including clients, carers, colleagues and other professional team members within a health, social care, third sector or independent setting

4. To enable students to experience and evaluate inter-professional/multi-agency and collaborative teamwork within a different practice setting and work effectively across professional and organisational boundaries

5. To consolidate students’ understanding of underpinning principles in terms of the expectations of occupational therapists, the skills required for application to

61

practice and the knowledge and understanding required.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Demonstrate achievement of competencies shown on the level 6 placement assessment form.

2. Complete an academic case study to present in the practice setting 3. Conduct her/ himself in an appropriate professional manner and comply with the

Codes of Practice/ Ethics.Knowledge and Understanding (LO1,2,3) Cognitive/Intellectual Skills (LO 1,2,3) Key/Transferable Skills (LO 1,2,,3,) Practical Skills (LO 1,,3)

DATE OF APPROVAL: November 2016 FACULTY/OFFICE: Health and Human Sciences

DATE OF IMPLEMENTATION: September 2017

SCHOOL/PARTNER: Health Professions

DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

TERM: Spring

Additional notes (for office use only):Students are required to achieve all elements of the module assessment to pass the module overall.

Additional Guidance for Learning Outcomes:To ensure that the module is pitched at the right level check your intended learning outcomes against the following nationally agreed standards Framework for Higher Education Qualifications

http://www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/FHEQ08.pdf

Subject benchmark statements http://www.qaa.ac.uk/ASSURINGSTANDARDSANDQUALITY/SUBJECT-GUIDANCE/Pages/Subject-benchmark-statements.aspx

SEEC level descriptors http://www.seec.org.uk/academic-credit/seec-credit-level-descriptors-2010 (scroll to pdf link at bottom of page)

Professional, regulatory and statutory (PSRB) accreditation requirements (where necessary e.g. health and social care, medicine, engineering, psychology, architecture, teaching, law)

QAA Quality Code http://www.qaa.ac.uk/AssuringStandardsAndQuality/quality-code/Pages/default.aspx

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017 NATIONAL COST CENTRE: 103

MODULE LEADER: Fiona Fraser OTHER MODULE STAFF: Samantha Turner

62

Summary of Module Content Application of the occupational therapy process within the context of legislation,

policy, and care pathways Proficiency in professional reasoning skills, reflective practice, self evaluation and

problem solving skills Application of occupational therapy professional and therapeutic skills Client centred practice Ethical issues relating to health and social care Risk management, occupational assessment, health promotion and governance Management of self, resources and case load Professional responsibilities, COT: Code of Ethics and Professional Conduct for

Occupational Therapists, HCPC standards and Code of Ethics Interprofessional working Continuing Professional Development through critical self appraisal and reflection

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions}Scheduled Activities Hours Comments/Additional InformationPractice placement hours 450 HCPC requirement for placement hoursLectures, workshops and mandatory training

10

Total 460 (NB: 1 credit = 10 hours of learning; 10 credits = 100 hours, etc)

Cat

egor

y

Elem

ent

Com

pone

nt N

ame

Com

pone

nt

wei

ghtin

g

Com

men

ts

Incl

ude

links

to

lear

ning

ob

ject

ives

Written exam

E_ %

T_ %

Coursework C_ %

Practice P_ 100%

Updated by: Lyn Westcott Date: September 2016

Approved by: Date: November 2016

63

Name of student:

Please ensure that the following are submitted by the deadline: This assessment form with all sections completed Educator final report (two copies) Signed hours sheet

Late submission may result in an academic penalty. Where appropriate an Extenuating Circumstances form should be submitted with validating evidence for late submission of any of the documents above.

64

Faculty of Health and Human Sciences

School of Health Professions

Occupational Therapy Programmes

Practice Placement ModuleMSc Occupational Therapy (Pre-registration),

Post Graduate Diploma Occupational Therapy (Pre-registration) and BSc (Hons)

Occupational Therapy

Placement One Assessment Form

Expectations for Placement 1

In order to fairly assess a student’s ability to achieve the required competencies it is important the expectations for this level of placement are clear for both the practice educator and student.

Placement One Expectations: This module enables students to experience occupational therapy within the context of inter-professional practice and work collaboratively with colleagues from other disciplines. Through supervised practice, students will develop basic skills underpinning occupational therapy relating university based study. The module is assessed by the achievement of specified competencies which then lead to a mark provided by the practice educator. To meet these competencies the student and the practice educator will use the placement documentation to structure learning for the duration of the placement. This will require students to complete a learning contract and weekly reflective supervision records. During this placement, students are expected, with the support of the practice educator, to demonstrate basic knowledge and apply this in terms of agreed practical skills to the practice setting, using observation, communication, and reflective skills. On completion of placement one, students will have gained an understanding of professional knowledge and skills that underpin practice and integral to this a sense of professional identity. There is no expectation that a student carries a case load at this level of placement.

Throughout the duration of the placement the student will be assessed against competencies that fall within three sections;

A: Professional accountability and autonomyHas the student been able to comply with protocols, manage their work load, reflect on their professional development, actively use supervision, and demonstrate potential for autonomous, accountable practice? Is the student able to practise within legal and ethical boundaries, act in the best interest of people accessing the service and maintain high standards of professional conduct and safety?

B: Professional relationshipsIs the student able to form professional and effective relationships with people accessing the service, carers, and other professionals and agencies? Is the student able to communicate appropriately verbally and non-verbally and report information accurately?

C: Knowledge and skills required for the application of Occupational Therapy practice.Can the student identify and critique underpinning theory, contextual influences and occupational philosophy? Can the student demonstrate professional reasoning in relation to assessment, planning tools, intervention and evaluation of practice?

This assessment form contains the competencies a student needs to achieve for this level of placement.

65

MARKING GUIDELINES

MONITORING PROGRESS: If you assess the student as failing at halfway or approaching the final report, or have cause for concern at any stage during the placement please contact the Link Tutor as early as possible. This will provide the opportunity to discuss the difficulties and arrange a visit if required. Where a student is predicted to fail the placement, the University must be contacted so that this can be agreed after consideration of all the necessary supporting evidence.

AT HALFWAY: During a slightly extended supervision session – reflect on the student’s progress against all of the competencies. There is no expectation that they are all met at this stage however it is important progress is monitored as it will help shape the latter half of placement. Use the boxes provided to indicate the students’ progress so far; Please use the ‘H’ (halfway) column to records your assessment using the following options;

= Student is well on target to meet this criteriaN/S = Not seen yet and will be a focus for the latter half of the placement. X = Student failing to meet the competency and an action plan will be discussed with link tutor

When using ‘N/S’ opportunities should be sought during the remainder of the placement in order for the student to practice or demonstrate the skills or knowledge required to achieve the competency. If ‘X’ is used at the half way stage the link tutor should be contacted. Please use the template overleaf to capture the discussions at the halfway supervision.

In addition to reviewing each competency, use the Likert scale under each of the three sections to provide the student with some broad formative feedback on their progress.

AT THE END OF THE PLACEMENT: Students need to meet all of the individual competencies to achieve the placement. At the end of the placement the student must have all of the boxes in the ‘F’ column ticked to show that they have achieved the placement. A cross (‘X’) in any box in the ‘F’ (final) column indicates the student has failed and should only be used following discussion with the link tutor.

AWARDING A MARK: Once the individual competencies have been reviewed and ticked, the marking grid at the end this form will structure the allocation of a mark. Similar to the Likert Scale used at halfway – select a descriptor that best represents the student’s achievement for each section. Each descriptor represents a band of marks. Once you have identified the most appropriate descriptor – use the mid-band mark and total up the score for the three sections. To reach the final mark, divide this total by three to reach an average. This figure is the student’s overall grade for the placement. This number may not be a whole number and should not be rounded up.

FINAL REPORT: A final report, summarising the student’s progress, is required along with this assessment form to be handed in by the student at the end of the placement. The final report should refer to the three competencies sections as detailed on the assessment form. The report should be signed by the practice educator and two copies attached to this assessment form. The practice educator's feedback about the student is very valuable for the student’s professional development.

66

Practice Placement: Marking GridFail Satisfactory Good Very good Excellent Outstanding

Section A: Professional accountability and autonomy

One or more competencies not met.

Competencies met to a satisfactory standard However, areas for future development can easily be identified.

Competencies met to a good standard. There are some minor areas for development.

Competencies met to a very good standard having developed over the placement.

Competencies met to an excellent standard and consistently demonstrated.

Competencies met to an outstanding standard – exceeding expectations for the level of the placement.

Section B: Professional relationships

One or more competencies not met.

Competencies met to a satisfactory standard. Written and verbal communication has been largely accurate with some inconsistencies.

Competencies met to a good standard. Written and verbal communication has been accurate with minor areas for development identified.

Competencies met to a very good standard. Written and verbal communication has been accurate having developed over the duration of the placement.

Competencies met to an excellent standard and consistently demonstrated. Written and verbal communication has consistently been at an excellent standard.

Competencies met to an outstanding standard. Written and verbal communication demonstrates insight that exceeds the expectations of the placement.

Section C: Knowledge and skills required for occupational therapy practice

One or more competencies not met.

Competencies met to a satisfactory standard. Practice observed has been safe with more than one area for development.

Competencies met to a good standard. Practice observed has been sound but with scope for future development.

Competencies met to a very good standard having developed over the placement.

Competencies met to an excellent standard and consistently demonstrated. Practice observed has consistently been excellent.

Competencies met to an outstanding standard. Practice observed has exceeded the expectations of the placement at this level.

Guidance: Consider each section separately. Circle a descriptor that best describes the students’ performance for each section. Circle the corresponding box.

67

Overall mark for the placement:Please transfer the selected descriptor for each section below (circle the relevant box).If a student has not achieved all the competencies within any section please do not complete this grid.

Section A: Professional accountability and

autonomy

Satisfactory Good Very good Excellent Outstanding

Mark 45 55 65 77 93

Section B: Professional relationships

Satisfactory Good Very good Excellent Outstanding

Mark 45 55 65 77 93

Section C: Knowledge and skills required for occupational therapy

practice

Satisfactory Good Very good Excellent Outstanding

Mark 45 55 65 77 93

Add the three scores together to reach an overall total: Total score:

To reach the final mark, now divide this total by three to reach an average. Final mark:

NB: The final mark may not be a whole number and should not be rounded up.

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Practice Placement Assessment Form: Placement 1

A. Professional accountability and autonomy

Learning outcomes for Half way (H)and Final (F) reports: H FComply with uniform or dress protocols as appropriate to the setting.Demonstrate the ability to manage work load, time and resources within the placement.Reflect on the development of own professional skills and behaviour as part of the supervision processParticipate in discussion and respond professionally to feedback offered as part of the supervision process to identify learning needs. Actively develop the learning contract throughout the placement. Consider the impact of self-management on the student role in the placement setting. Demonstrate the potential to practice as an autonomous professional, exercising some professional reasoning, accountability for decisions and appreciation of limitations. Demonstrate understanding of and compliance with the College of Occupational Therapists Code of Ethics and Professional ConductDemonstrate understanding of the need to act in the best interest of people accessing the service; upholding their rights, dignity, values and autonomy so far as possible.Demonstrate understanding of non-discriminatory practice and equality and diversity.Understand the importance of and be able to obtain informed consent and exercise professional duty of careDemonstrate understanding of and compliance with the Health and Social Care Professions Council Codes of Conduct for students and registrants including the obligation to maintain fitness to practice in terms of health and underpinning knowledge.Demonstrate understanding of ethical issues relevant to the setting.Comply with the systems of maintaining confidentiality linked to all aspects of the placement Adhere to Plymouth University and placement policy linked to private and personal communications in working time.Maintain high standards of professional conduct, demonstrating honesty and promoting public confidence in the profession.Identify relevant policies, procedures and legislation and their impact on practice in the settingDemonstrate understanding of and compliance with relevant health, safety and risk management procedures applicable to the setting, including personal protection, infection control and appropriate moving and handling where relevant.

Fail Satisfactory Good Very Good Excellent Outstanding

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B. Professional relationships

Learning outcomes for Half way (H)and Final (F) reports: H FDemonstrate the ability to form professional and effective relationships with people accessing the service and their family and carers where appropriateDemonstrate the ability to communicate appropriately and effectively both verbally and non-verbally with people accessing the service Demonstrate consistent and accurate reporting of professional practice in written and verbal forms of communication used within the setting.Consider communication mechanisms used in the setting and own interaction strategies with colleagues.Gather relevant information from colleagues to enhance understanding of people’s occupational needs.Demonstrate the ability to build professional relationships as an individual and as a member of a teamRecognise the need to advocate for people accessing the service within the team Demonstrate understanding of the need to work with those who provide services in and across different sectors.

Fail Satisfactory Good Very Good Excellent Outstanding

C. Knowledge and skills required for the application of Occupational Therapy practice

Learning outcomes for Half way (H)and Final (F) reports: H FIdentify the underpinning theory relevant to practice in this setting and demonstrate understanding of this within professional reasoning.Demonstrate understanding of the impact of current issues on professional reasoning.Demonstrate understanding of the need to engage people in planning and evaluating interventions to meet their occupational needs.Demonstrate understanding of the need to provide people with the information necessary to enable them to make informed decisions.Demonstrate understanding of the underlying causes of occupational disruption relevant to the setting and the functional impact of these.Demonstrate the ability to gather relevant information as part of the assessment process in this setting.Demonstrate the ability to use assessment information to participate in planning intervention in relation to occupational needs.Demonstrate the ability to participate professionally in intervention and activities within the setting and contribute to work undertaken as part of a team where possible.Evaluate the outcomes of intervention in this setting, including how activities undertaken contribute to meeting the occupational needs of people using the service.Identify the evaluation mechanisms, including outcome measures and audit for intervention used in this setting to monitor the quality of practice.Discuss the role of other colleagues in this setting and how these link to Occupational Therapy.Articulation of the occupational therapy process via a case study presentation.

Fail Satisfactory Good Very Good Excellent Outstanding

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PRACTICE PLACEMENT ONE

Half-way supervision summary:

Action plan for the second half of the placement:

Student signature:

71

Educator signature:

Date:PRACTICE PLACEMENT ONE

The practice educator should complete the following details and both educator and student must sign this report to confirm that it has been seen and discussed.

Name of student:

Dates of the placement: From: to:

Number of hours completed (include study leave in total):

Dates absent:

Full name and address of practice setting:

Type of practice experience:

Mark awarded:

Signed by Practice Educator:

HCPC registration number:

Date:

Signed by student:

Student number:

Date:

Signed by the module lead (after submission):

Date:

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Name of student:

Please ensure that the following are submitted by the deadline: This assessment form with all sections completed Educator final report (two copies) Signed hours sheet

Late submission may result in an academic penalty. Where appropriate an Extenuating Circumstances form should be submitted with validating evidence for late submission of any of the documents above.

73

Faculty of Health and Human Sciences

School of Health Professions

Occupational Therapy Programmes

Practice Placement Module

MSc Occupational Therapy (Pre-registration), Post Graduate Diploma Occupational Therapy (Pre-

registration) and BSc (Hons) Occupational Therapy

Placement Two Assessment Form

Expectations for Placement 2

In order to fairly assess a student’s ability to achieve the required competencies it is important the expectations for this level of placement are clear for both the practice educator and student.

Placement Two Expectations: The module builds on occupational therapy knowledge, practical skills and experience gained during practice placement one. During this second placement, students are expected, with the support of the practice educator and other members of the inter professional team, to demonstrate greater participation in the intervention process, increasing autonomy in relation to the practice area, and evidence of their personal and professional development. They are also expected to apply theoretical knowledge acquired during campus based modules. Reflective and analytical skills will be further developed. The module is assessed by the achievement of specified competencies which then lead to a mark provided by the practice educator. To meet these competencies the student and the practice educator will use the placement documentation to structure learning for the duration of the placement. This will require students to complete a learning contract and weekly reflective supervision records. On completion of placement two, students will have demonstrated the ability to complete certain tasks independently and at times with reduced supervision, to communicate effectively with professional colleagues and to document information accurately. At this level of placement although increased autonomy is expected there is still no expectation that a caseload is carried.

Throughout the duration of the placement the student will be assessed against competencies that fall within three sections;

A: Professional accountability and autonomyHas the student been able to comply with protocols, manage their work load, reflect on their professional development, actively use supervision, and demonstrate potential for autonomous, accountable practice? Is the student able to practise within legal and ethical boundaries, act in the best interest of people accessing the service and maintain high standards of professional conduct and safety?

B: Professional relationshipsIs the student able to form professional and effective relationships with people accessing the service, carers, and other professionals and agencies? Is the student able to communicate appropriately verbally and non-verbally and report information accurately?

C: Knowledge and skills required for the application of Occupational Therapy practice.Can the student identify and critique underpinning theory, contextual influences and occupational philosophy? Can the student demonstrate professional reasoning in relation to assessment, planning tools, intervention and evaluation of practice?

Overleaf are the competencies a student needs to achieve for this level of placement.

74

MARKING GUIDELINES

MONITORING PROGRESS: If you assess the student as failing at halfway or approaching the final report, or have cause for concern at any stage during the placement please contact the Link Tutor as early as possible. This will provide the opportunity to discuss the difficulties and arrange a visit if required. Where a student is predicted to fail the placement, the University must be contacted so that this can be agreed after consideration of all the necessary supporting evidence.

AT HALFWAY: During a slightly extended supervision session – reflect on the student’s progress against all of the competencies. There is no expectation that they are all met at this stage however it is important progress is monitored as it will help shape the latter half of placement. Use the boxes provided to indicate the students’ progress so far; Please use the ‘H’ (halfway) column to records your assessment using the following options;

= Student is well on target to meet these criteriaN/S = Not seen yet and will be a focus for the latter half of the placement. X = Student failing to meet the competency and an action plan will be discussed with link tutor

When using ‘N/S’ opportunities should be sought during the remainder of the placement in order for the student to practice or demonstrate the skills or knowledge required to achieve the competency. If ‘X’ is used at the half way stage the link tutor should be contacted. Please use the template overleaf to capture the discussions at the halfway supervision.

In addition to reviewing each competency, use the Likert scale under each of the three sections to provide the student with some broad formative feedback on their progress.

AT THE END OF THE PLACEMENT: Students need to meet all of the individual competencies to achieve the placement. At the end of the placement the student must have all of the boxes in the ‘F’ column ticked to show that they have achieved the placement. A cross (‘X’) in any box in the ‘F’ (final) column indicates the student has failed and should only be used following discussion with the link tutor.

AWARDING A MARK: Once the individual competencies have been reviewed and ticked, the marking grid at the end this form will structure the allocation of a mark. Similar to the Likert Scale used at halfway – select a descriptor that best represents the student’s achievement for each section. Each descriptor represents a band of marks. Once you have identified the most appropriate descriptor – use the mid-band mark and total up the score for the three sections. To reach the final mark, divide this total by three to reach an average. This figure is the student’s overall grade for the placement. The final mark may not be a whole number and should not be rounded up.

FINAL REPORT: A final report, summarising the student’s progress, is required along with this assessment form and handed in by the student at the end of the placement. The final report should refer to the three competencies sections as detailed on the assessment form. The report should be signed by the practice educator and two copies attached to this assessment form. The practice educator's feedback about the student is very valuable for the student’s professional development.

75

Practice Placement: Marking GridFail Satisfactory Good Very good Excellent Outstanding

Section A: Professional accountability and autonomy

One or more competencies not met.

Competencies met to a satisfactory standard However, areas for future development can easily be identified.

Competencies met to a good standard. There are some minor areas for development.

Competencies met to a very good standard having developed over the placement.

Competencies met to an excellent standard and consistently demonstrated.

Competencies met to an outstanding standard – exceeding expectations for the level of the placement.

Section B: Professional relationships

One or more competencies not met.

Competencies met to a satisfactory standard. Written and verbal communication has been largely accurate with some inconsistencies.

Competencies met to a good standard. Written and verbal communication has been accurate with minor areas for development identified.

Competencies met to a very good standard. Written and verbal communication has been accurate having developed over the duration of the placement.

Competencies met to an excellent standard and consistently demonstrated. Written and verbal communication has consistently been at an excellent standard.

Competencies met to an outstanding standard. Written and verbal communication demonstrates insight that exceeds the expectations of the placement.

Section C: Knowledge and skills required for occupational therapy practice

One or more competencies not met.

Competencies met to a satisfactory standard. Practice observed has been safe with more than one area for development.

Competencies met to a good standard. Practice observed has been sound but with scope for future development.

Competencies met to a very good standard having developed over the placement.

Competencies met to an excellent standard and consistently demonstrated. Practice observed has consistently been excellent.

Competencies met to an outstanding standard. Practice observed has exceeded the expectations of the placement at this level.

Guidance: Consider each section separately. Circle a descriptor that best describes the students’ performance for each section. Circle the corresponding box.

76

Overall mark for the placement:Please transfer the selected descriptor for each section below (circle the relevant box).If a student has not achieved all the competencies within any section please do not complete this grid.

Section A: Professional accountability and

autonomy

Satisfactory Good Very good Excellent Outstanding

Mark 45 55 65 77 93

Section B: Professional relationships

Satisfactory Good Very good Excellent Outstanding

Mark 45 55 65 77 93

Section C: Knowledge and skills required for occupational therapy

practice

Satisfactory Good Very good Excellent Outstanding

Mark 45 55 65 77 93

Add the three scores together to reach an overall total: Total score:

To reach the final mark, now divide this total by three to reach an average. Final mark:

NB: The final mark may not be a whole number and should not be rounded up.

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Practice Placement Assessment Form: Placement 2A. Professional accountability and autonomy

Learning outcomes for Half way (H)and Final (F) reports: H FComply with uniform or dress protocols as part of professional identify that is appropriate to the setting.Demonstrate the ability to manage work load, time and resources effectively within the placement.Reflect on the development of own professional skills and behaviour as part of the supervision processParticipate effectively in discussion and respond professionally to feedback offered as part of the supervision process to identify learning needs. Actively develop and effectively use the learning contract throughout the placement. Consider the impact of self-management on the student role in the placement setting. Demonstrate the potential to practice as an autonomous professional, exercising professional reasoning, accountability for decisions and appreciation of own limitations. Demonstrate understanding of and compliance with the College of Occupational Therapists Code of Ethics and Professional ConductDemonstrate understanding of the need to act in the best interest of people accessing the service; upholding their rights, dignity, values and autonomy so far as possible.Demonstrate understanding of non-discriminatory practice and equality and diversity.Understand the importance of and be able to obtain informed consent and exercise professional duty of careDemonstrate understanding of and compliance with the Health and Social Care Professions Council Codes of Conduct for students and registrants including the obligation to maintain fitness to practice in terms of health and underpinning knowledge.Demonstrate understanding of the complexity of ethical issues relevant to the setting.Comply with the systems of maintaining confidentiality linked to all aspects of the placement Adhere to Plymouth University and placement policy linked to private and personal communications in working time.Maintain high standards of professional conduct, demonstrating honesty and promoting public confidence in the profession.Identify and critique relevant policies, procedures and legislation and their impact on practice in the settingDemonstrate understanding of and compliance with relevant health, safety and risk management procedures applicable to the setting, including personal protection, infection control and appropriate moving and handling where relevant.

Fail Satisfactory Good Very Good Excellent Outstanding

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B. Professional relationships

Learning outcomes for Half way (H)and Final (F) reports: H FDemonstrate and reflect on own ability to form professional and effective relationships with people accessing the service and their family and carers where appropriateDemonstrate and reflect on own ability to communicate appropriately and effectively both verbally and non-verbally with people accessing the service Demonstrate the ability to develop alternative interaction approaches in response to the needs of people accessing the service.Critique the effectiveness of information recording systems within the setting

Demonstrate consistent and accurate reporting of professional practice in written and verbal forms of communication used within the setting.Critique communication mechanisms used in the setting and own interaction strategies with colleagues.Critique relevant information from colleagues to enhance understanding of people’s occupational needs.Demonstrate the ability to build professional relationships as an individual and collaboratively as a member of a teamDemonstrate the ability to advocate for people accessing the service within the intervention teamDemonstrate understanding of the need to work with those who provide services in and across different sectors and where possible, make appropriate referrals to other services.

Fail Satisfactory Good Very Good Excellent Outstanding

C. Knowledge and skills required for the application of Occupational Therapy practice

Learning outcomes for Half way (H)and Final (F) reports: H FCritique the underpinning theory relevant to practice in this setting and demonstrate understanding of this within professional reasoningDemonstrate understanding of the impact of current issues on professional reasoningDemonstrate understanding of the need to engage people in planning and evaluating interventions to meet their occupational needs Demonstrate the ability to provide people with the information necessary to enable them to make informed decisions and effectively communicate the rationale for interventions used in this setting.Demonstrate understanding of the underlying causes of occupational disruption relevant to the setting and the functional impact of these.Demonstrate the ability to effectively gather relevant information using a range of tools as part of the assessment process in this settingDemonstrate the ability to use assessment information to effectively participate in planning intervention in relation to occupational needs.Demonstrate the ability to participate professionally and initiate intervention and activities within the setting and contribute effectively to work undertaken as part of a team where possible.Evaluate the outcomes of intervention in this setting, including how activities undertaken by self and colleagues contribute to meeting the occupational needs of people using the service and propose some modifications to practice.

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Identify the evaluation mechanisms, including outcome measures and audit for intervention used in this setting to monitor the quality of practice.Discuss and demonstrate understanding of the role of other colleagues in this setting and how these link to Occupational TherapyArticulation of the occupational therapy process via a case study presentation.

Fail Satisfactory Good Very Good Excellent Outstanding

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PRACTICE PLACEMENT TWO

Half-way supervision summary:

Action plan for the second half on the placement:

Student signature:

Educator signature:

Date:

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PRACTICE PLACEMENT TWO

The practice educator should complete the following details and both educator and student must sign this report to confirm that it has been seen and discussed.

Name of student:

Dates of the placement, from: to:

Number of hours completed (including study time):

Dates absent:

Full name and address of practice setting:

Type of practice experience:

Mark Awarded:

Signed by Practice Educator:

HCPC registration number:

Date:

Signed by student:

Student number:

Date:

Signed by the module lead (after submission):

Date:

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Name of student:

Please ensure that the following are submitted by the deadline: This assessment form with all sections completed Educator final report (two copies) Signed hours sheet

Late submission may result in an academic penalty. Where appropriate an Extenuating Circumstances form should be submitted with validating evidence for late submission of any of the documents above.

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Faculty of Health and Human Science

School of Health Professions

Occupational Therapy Programmes

Practice Placement Module

MSc Occupational Therapy (Pre-registration), Post Graduate Diploma Occupational Therapy (Pre-

registration) and BSc (Hons) Occupational Therapy

Placement Three Assessment Form

Expectations for Placement 3

In order to fairly assess a student’s ability to achieve the required competencies it is important the expectations for this level of placement are clear for both the practice educator and student.

Placement Three Expectations: This module will require the student to demonstrate a range of core skills that will be required of a competent entry level practitioner. The student will develop increasing autonomy, demonstrate clinical reasoning skills, practical skills reasonable for an entry level practitioner in that setting and make appropriate and safe decisions relevant to client’s needs and the contexts of practice. During this placement, students are normally expected to take responsibility for a small caseload and to implement the occupational therapy process working at times independently and with minimum supervision and direction. Inter-professional working is usually a necessary requirement to ensure the most effective and safe delivery of care. The module is assessed by the achievement of specified competencies which then lead to a mark provided by the practice educator. To meet these competencies the student and the practice educator will use the placement documentation to structure learning for the duration of the placement. This will require students to complete a learning contract and weekly reflective supervision records.

Throughout the duration of the placement the student will be assessed against competencies that fall within three sections;

A: Professional accountability and autonomyHas the student been able to comply with protocols, manage their work load, reflect on their professional development, actively use supervision, and demonstrate potential for autonomous, accountable practice? Is the student able to practise within legal and ethical boundaries, act in the best interest of people accessing the service and maintain high standards of professional conduct and safety?

B: Professional relationshipsIs the student able to form professional and effective relationships with people accessing the service, carers, and other professionals and agencies? Is the student able to communicate appropriately verbally and non-verbally and report information accurately?

C: Knowledge and skills required for the application of Occupational Therapy practice.Can the student identify and critique underpinning theory, contextual influences and occupational philosophy? Can the student demonstrate professional reasoning in relation to assessment, planning tools, intervention and evaluation of practice?

Overleaf are the competencies a student needs to achieve for this level of placement.

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MARKING GUIDELINES

MONITORING PROGRESS: If you assess the student as failing at halfway or approaching the final report, or have cause for concern at any stage during the placement please contact the Link Tutor as early as possible. This will provide the opportunity to discuss the difficulties and arrange a visit if required. Where a student is predicted to fail the placement, the University must be contacted so that this can be agreed after consideration of all the necessary supporting evidence.

AT HALFWAY: During a slightly extended supervision session – reflect on the student’s progress against all of the competencies. There is no expectation that they are all met at this stage however it is important progress is monitored as it will help shape the latter half of placement. Use the boxes provided to indicate the students’ progress so far; Please use the ‘H’ (halfway) column to records your assessment using the following options;

= Student is well on target to meet this criteriaN/S = Not seen yet and will be a focus for the latter half of the placement. X = Student failing to meet the competency and an action plan will be discussed with link tutor

When using ‘N/S’ opportunities should be sought during the remainder of the placement in order for the student to practice or demonstrate the skills or knowledge required to achieve the competency. If ‘X’ is used at the half way stage the link tutor should be contacted. Please use the template overleaf to capture the discussions at the halfway supervision.

In addition to reviewing each competency, use the Likert scale under each of the three sections to provide the student with some board formative feedback on their progress.

AT THE END OF THE PLACEMENT: Students need to meet all of the individual competencies to achieve the placement. At the end of the placement the student must have all of the boxes in the ‘F’ column ticked to show that they have achieve the placement. A cross (‘X’) in any box in the ‘F’ (final) column indicates the student has failed and should only be used following discussion with the link tutor.

AWARDING A MARK: Once the individual competencies have been reviewed and ticked, the marking grid at the end this form will structure the allocation of a mark. Similar to the Likert Scale used at halfway – select a descriptor that best represents the students achievement for each section. Each descriptor represents a band of marks. Once you have identified the most appropriate descriptor – use the mid-band mark and total up the score for the three sections. To reach the final mark divide this total by three to reach an average. This figure is the students overall grade for the placement. The final mark may not be a whole number and should not be rounded up.

FINAL REPORT: A final report, summarising the students’ progress, is required along with this assessment form and handed in by the student at the end of the placement. The final report should refer to the three competencies sections as detailed on the assessment form. The report should be signed by the practice educator and two copies attached to this assessment form. The practice educator's feedback about the student is very valuable for the student’s professional development.

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Practice Placement: Marking GridFail Satisfactory Good Very good Excellent Outstanding

Section A: Professional accountability and autonomy

One or more competencies not met.

Competencies met to a satisfactory standard However, areas for future development can easily be identified.

Competencies met to a good standard. There are some minor areas for development.

Competencies met to a very good standard having developed over the placement.

Competencies met to an excellent standard and consistently demonstrated.

Competencies met to an outstanding standard – exceeding expectations for the level of the placement.

Section B: Professional relationships

One or more competencies not met.

Competencies met to a satisfactory standard. Written and verbal communication has been largely accurate with some inconsistencies.

Competencies met to a good standard. Written and verbal communication has been accurate with minor areas for development identified.

Competencies met to a very good standard. Written and verbal communication has been accurate having developed over the duration of the placement.

Competencies met to an excellent standard and consistently demonstrated. Written and verbal communication has consistently been at an excellent standard.

Competencies met to an outstanding standard. Written and verbal communication demonstrates insight that exceeds the expectations of the placement.

Section C: Knowledge and skills required for occupational therapy practice

One or more competencies not met.

Competencies met to a satisfactory standard. Practice observed has been safe with more than one area for development.

Competencies met to a good standard. Practice observed has been sound but with scope for future development.

Competencies met to a very good standard having developed over the placement.

Competencies met to an excellent standard and consistently demonstrated. Practice observed has consistently been excellent.

Competencies met to an outstanding standard. Practice observed has exceeded the expectations of the placement at this level.

Guidance: Consider each section separately. Circle a descriptor that best describes the students’ performance for each section. Circle the corresponding box.

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Overall mark for the placement:Please transfer the selected descriptor for each section below (circle the relevant box).If a student has not achieved all the competencies within any section please do not complete this grid.

Section A: Professional accountability and

autonomy

Satisfactory Good Very good Excellent Outstanding

Mark 45 55 65 77 93

Section B: Professional relationships

Satisfactory Good Very good Excellent Outstanding

Mark 45 55 65 77 93

Section C: Knowledge and skills required for occupational therapy

practice

Satisfactory Good Very good Excellent Outstanding

Mark 45 55 65 77 93

Add the three scores together to reach an overall total: Total score:

To reach the final mark, now divide this total by three to reach an average. Final mark:

NB: The final mark may not be a whole number and should not be rounded up.

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A. Professional accountability and autonomy

Learning outcomes for Half way (H)and Final (F) reports: H FComply with uniform or dress protocols as part of professional identify that is appropriate to the setting.Demonstrate and appraise own ability to manage work load, time and resources effectively within the placement.Reflect on and appraise the development of own professional skills and behaviour as part of the supervision process; and demonstrate appreciation of the value of reflection.Participate effectively in discussion and respond professionally to feedback offered as part of the supervision process to identify ongoing and future learning needs. Actively develop and effectively use the learning contract throughout the placement. Evaluate the impact of self-management on the student role in the placement setting. Demonstrate the ability to practice as an autonomous professional, exercising professional judgment and accountability for decisions and appreciation of own limitations. Demonstrate comprehensive understanding of and compliance with the College of Occupational Therapists Code of Ethics and Professional ConductDemonstrate understanding of and evaluate the need to act in the best interest of people accessing the service; upholding their rights, dignity, values and autonomy so far as possible.Demonstrate understanding of and evaluate non-discriminatory practice and appreciation of equality and diversity.Understand the importance of and be able to obtain informed consent and exercise professional duty of careDemonstrate understanding of and compliance with the Health and Social Care Professions Council Codes of Conduct for students and registrants including the obligation to maintain fitness to practice in terms of health and underpinning knowledge.Appraise and demonstrate understanding of the complexity of ethical issues relevant to the setting.Comply with and evaluate the systems of maintaining confidentiality linked to all aspects of the placement Adhere to Plymouth University and placement policy linked to private and personal communications in working time.Maintain high standards of professional conduct, demonstrating honesty and promoting public confidence in the profession.Identify and evaluate relevant policies, procedures and legislation and their impact on practice in the settingDemonstrate understanding of and compliance with relevant health, safety and risk management procedures applicable to the setting, including personal protection, infection control and appropriate moving and handling where relevant.

Fail Satisfactory Good Very Good Excellent Outstanding

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B. Professional relationships

Learning outcomes for Half way (H)and Final (F) reports: H FDemonstrate and evaluate own ability to form professional and effective relationships with people accessing the service and their family and carers where appropriateDemonstrate and evaluate own ability to communicate appropriately and effectively both verbally and non-verbally with people accessing the service Demonstrate the ability to develop alternative interaction approaches in response to the needs of people accessing the service.Evaluate the effectiveness of information recording systems within the setting

Demonstrate consistent and accurate reporting of professional practice in written and verbal forms of communication used within the setting.Appraise communication mechanisms used in the setting and own interaction strategies with colleagues.Synthesize relevant information from colleagues to enhance understanding of people’s occupational needs.Demonstrate the ability to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a teamDemonstrate the ability to advocate for people accessing the service within the intervention teamDemonstrate comprehensive understanding of the need to work with those who provide services in and across different sectors and where possible, make appropriate referrals to other services.

Fail Satisfactory Good Very Good Excellent Outstanding

C. Knowledge and skills required for the application of Occupational Therapy practice

Learning outcomes for Half way (H)and Final (F) reports: H FEvaluate the underpinning theory relevant to practice in this setting and demonstrate synthesis of this within professional reasoningDemonstrate comprehensive understanding of the impact of current issues on professional reasoningDemonstrate comprehensive understanding of the need to engage people in planning and evaluating interventions to meet their occupational needs Demonstrate and evaluate own ability to provide people with the information necessary to enable them to make informed decisions and effectively communicate the rationale for interventions used in this setting.Demonstrate comprehensive understanding of the underlying causes of occupational disruption relevant to the setting and the functional impact of these.Demonstrate and evaluate own ability to effectively gather relevant information using a range of tools as part of the assessment process in this settingDemonstrate and evaluate own ability to use assessment information to effectively participate in planning intervention in relation to occupational needs.Demonstrate and evaluate own ability to participate professionally and initiate intervention and activities within the setting and contribute effectively to work undertaken as part of a team where possible.Critically evaluate the outcomes of intervention in this setting, including how activities undertaken by self and colleagues contribute to meeting the occupational needs of people using the service and propose modifications to own practice.Appraise the evaluation mechanisms, including outcome measures and audit for intervention used in this setting to monitor the quality of practice.

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Discuss and demonstrate comprehensive understanding of the role of other colleagues in this setting and how these link to Occupational TherapyArticulation of the occupational therapy process via a case study presentation.

Fail Satisfactory Good Very Good Excellent Outstanding

PRACTICE PLACEMENT THREE

Half-way supervision summary:

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Action plan for the second half on the placement:

Student signature:

Educator signature:

Date:

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PRACTICE PLACEMENT THREE

The practice educator should complete the following details and both educator and student must sign this report to confirm that it has been seen and discussed.

Name of student:

Dates of the placement, from: to:

Number of hours completed (including study time):

Dates absent:

Full name and address of practice setting:

Type of practice experience:

Mark Awarded:

Signed by Practice Educator:

HCPC registration number:

Date:

Signed by student:

Student number:

Date:

Signed by the module lead (after submission):

Date:

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Pre-enrolment Checks – Declaration Form (sample only)

Within this pack you will have received lots of information about Occupational Health, Criminal Reference Bureau and Placement/Practice issues. It is important for our records that we can confirm that you have read and understood this information. In order to progress your application we need you to sign and date the following document, in each section it outlines the key issues that you are signing to confirm you understand. It is also important to understand that as a future health or social care professional, trust and honesty are critically important elements. In all cases it is important that forms are completed honestly and that any relevant issues are raised as soon as possible.

Occupational Health I understand that I should return all requests for information relating to my occupational health screening as soon as possible and that failure to do so may prevent me from enrolling on my programme. I understand that should I enrol on my programme without occupational health clearance having been obtained that, if a risk is subsequently identified, I may be withdrawn from the programme. All risks will be considered on an individual basis. I understand that failure to obtain all vaccinations required for my programme, as determined by occupational health will, unless there are justifiable medical grounds for me not doing so, lead to my withdrawal from the programme.

Disclosure and Barring Service I understand that it is my responsibility to return my DBS documentation as soon as possible. If I fail to do this and clearance is not obtained prior to the start of the programme I may not be able to enrol. I understand that should I enrol on my programme without DBS clearance having been received that if a disclosure is subsequently received I may be withdrawn from the programme. All disclosures will be considered on an individual basis by our Professional Issues Committee.

Placement/Practice I have read the information relating to this element of my programme and understand that there is a possibility that I may be placed in a location that requires me to travel significant distances or temporarily relocate. I understand that as a student I will be expected to undertake a full range of placement activities to ensure I participate in the total patient/client experience and see health and/or social care delivery from a range of perspectives. I understand this may require experiencing early, late, night, weekend and bank holiday shifts during the placement component of my programme.

Signed ___________________________ Name ________________________ Date ___________________________ Ref No.________________________

This form should be returned to our Recruitment Team as soon as possible.

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Student IntroductionOccupational Therapy Practice Placement

Personal information

Name:

Address where you can be contacted before the placement commences:

Telephone Number: Mobile:

University email address where you can be sent pre-placement information:

Name, address and telephone number of person to be notified in case of accident or illness:

Personal profile

Previous placement(s):

List any work or volunteer experience that you consider to be relevant:

I will need accommodation – please can you suggest any local facilities? – Yes/No

I have a car/ motorcycle/bicycle available for use during the placement – Yes/No

Write down some of your thoughts in relation to the following (continue overleaf):

- Competencies or expectations specific to the placement - The learning opportunities that might be offered on your allocated placement - Clinical/practical skills you wish to acquire or improve in the practice area

Learning support (please inform your practice educator where applicable) Have you any identified learning support needs? If so please summarise your needs. This information will be really helpful so that your educator can assist you in the development of learning support strategies.

In addition, please give further information on learning strategies, support or resources that you currently use and which you consider will be useful/essential to you on placement.

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Student Induction ChecklistPRACTICE PLACEMENT INDUCTION CHECKLIST

Name of student ……………………………… Start date …………………Placement ………………………………………..

The following items should be included in your induction into the organisation, preferably on your first week. The list is not exhaustive and other key topics may be covered which you should include. Please enter N/A if not applicable

TASK Please tickIntroduction to key staff members and their roles explained Location of toilet facilities Location of canteen (if relevant) Lunch, tea and coffee arrangements Orientation to place of work Dress code Work space How to answer the telephone, transfer calls, make int./ext.calls Post arrangements Car parking Photocopiers and computer facilities HEALTH AND SAFETY (IF APPROPRIATE) Emergency procedures Safety policies Location of First Aid box First Aid arrangements (including names of first aiders) Fire procedures and location of fire extinguishers Accident/incident reporting and location of accident forms/book COSHH regulations and requirements Display screen equipment regulations, procedures and log in Manual handling procedures Protective clothing arrangements Infection control Lone working (in the community) Home visit policies Other issues:

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Supervision Preparation Form

Student name:

Educator name:

Placement:

Date:

In preparation for your supervision meeting, please consider the following:

Reflecting on the last week, what would you consider to be the highlights or the aspects that have gone well?

What have you found more challenging?

What do you feel you should focus on over the next week?

This document is available electronically for students on the module site, boxes will expand as required. It is recommended that you store a copy in an electronic portfolio and take a paper copy to your supervision meeting.

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Supervision Record Form

Please complete and sign this form as a record of your supervision meeting:

Week……………….

Use this section to capture the discussions that take place during supervision meetings. These discussions should be inspired by the supervision preparation form. They should culminate in setting an action plan for the week ahead and updating the learning contract if required.

Objectives for the week ahead. Where appropriate objectives should be added to the learning contract and monitored.

Student name and signature:

Educator name and signature:

Date:

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Practice Placement Learning Contract

Learning objectives Resources (what have you got available to help you to achieve this objective?

Evidence (how are you going to demonstrate you have achieved the objective?)

Date achieved:

Signed as achieved:

99

Reflection Tool

Over the placement you are expected to consider a number of practice areas in more depth. This could be, for example a “critical incident” such as an intervention session, or a more general topic such as “communication skills” or “pre-placement visit”. There are lots of reflective tools available, including some via pebblepad eportfolio and the COT website, you encouraged to try different tools, including this one which is available electronically on the webpage and will expand as required.

100

Stage 1: Description of the event Describe in detail the event you are reflecting on. Include e.g. where were you; who else was there; why were you there; what were you doing; what were other people doing; what was the context of the event; what happened; what was your part in this; what parts did the other people play; what was the result.

Stage 2: Feelings At this stage try to recall and explore the things that were going on inside your head, i.e. why does this event stick in your mind? Include e.g. how you were feeling when the event started; what you were thinking about at the time; how did it make you feel; how did other people make you feel; how did you feel about the outcome of the event; what do you think about it now.

Stage 3: Evaluation Try to evaluate or make a judgement about what has happened. Consider what was good about the experience and what was bad about the experience or didn’t go so well

Stage 4: Analysis Break the event down into its component parts so they can be explored separately. You may need to ask more detailed questions about the answers to the last stage. Include e.g. what went well; what did you do well; what did others do well; what went wrong or did not turn out how it should have done; in what way did you or others contribute to this

Stage 5: Conclusion This differs from the evaluation stage in that now you have explored the issue from different angles and have a lot of information to base your judgement. It is here that you are likely to develop insight into you own and other people’s behaviour in terms of how they contributed to the outcome of the event. Remember the purpose of reflection is to learn from an experience. Without detailed analysis and honest exploration that occurs during all the previous stages, it is unlikely that all aspects of the event will be taken into account and therefore valuable opportunities for learning can be missed. During this stage you should ask yourself what you could have done differently.

Stage 6: Action Plan During this stage you should think yourself forward into encountering the event again and to plan what you would do – would you act differently or would you be likely to do the same? Here the cycle is tentatively completed and suggests that should the event occur again it will be the focus of another reflective cycle

Jasper M 2003 Beginning Reflective Practice – Foundations in Nursing and Health Care Nelson Thornes. Cheltenham. Adapted from Gibbs 1998.

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Plymouth UniversityFaculty of Health, Education and Society

School of Health Professions

OCCUPATIONAL THERAPY STUDENT ON PLACEMENTHALF-WAY CONTACT

Visit to student by:

Date of visit/phone call:

Student name:

Placement level:

Placement location:

Name of Practice Educator(s):

STUDENT

The learning contractThe student is using the learning contract and there is evidence in their portfolio of setting goals/identifying strategies to achieve the competencies

The reflective supervision recordsThe student is using the reflective supervision records each week and there is evidence of self-appraisal

Integrating theory into practiceThe student can discuss their knowledge and the application of theory to practice

SupervisionThe student is getting a minimum of 1 hour formal supervision every week

Study time The student is taking a minimum of ½ day study time per week (or equiv. over 2 wks)Case study The student has identified a suitable case study and is making progress with a view to presenting it before the end of the placement

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For audit purposes, please mark the boxes to indicate whether each area is being sufficiently addressed by the student and practice educator = yes = no

Assessment (at time of half way report)The student is passing all competencies at half way

DAS and Occupational health needsIf the student has any particular learning needs, are these being adequately addressed?

PRACTICE EDUCATOR

Learning contractThe educator knows how to use the learning contract

The educator is ‘signing off’ the student’s weekly reflective records and the learning objectives as they are achieved

Assessment processThe educator’s expectations are realistic for this level of placement?

The educator understands their role in completing the assessment forms

Borderline/failing student (if applicable)The educator has documented the student’s progress using examples from practice to support their concerns

The educator has provided regular, unambiguous feedback to the student

You, the educator and the student have agreed on an action plan for the remaining weeksN.B. If there are any ’s, please ensure the student/practice educator know what they should be doing to address the situation as soon as possible. Use the following sections on your report to document further as indicated.

SUMMARY

ACTION

PLACEMENT (brief description of setting)

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Audit Checklist: (please use during contact and then complete the interim audit tool, thanks)

Standard 1. Student progression and achievement1.1 The practice placement area has a process in place to recognise and promptly address

any cause for concern related to student's performance/ progression

Standard 2. Student support2.1Students are provided with a named educator in the practice placement area who is

suitably qualified and experienced and meets Regulatory Body requirements2.2Practice placement area educators are aware of student placement outcomes and agree,

monitor and refine with students an individual learning contract for the placement experience

2.3Students have regular scheduled appointments with their practice placement area educators to discuss their progress towards meeting their learning contract/outcomes, formative or summative assessment of practice and completion of any end of practice placement documentation.

2.4Necessary action is taken in response to evaluation/feedback from students on placements and supervision received

2.5We provide students with an orientation/induction to each practice placement area2.6The practice placement area makes students aware of their responsibilities and rights with

regard to student support on-site and in practice placement areas

Standard 3. Learning and Teaching3.1 Practice placement areas enable students to reflect in/on practice and link this experience

explicitly with their theoretical knowledge 3.2 Practice placement areas provide learning opportunities through observing skilled

professionals deliver service and care3.3 Students participate under supervision, in the delivery of treatment and care in a

supernumerary capacity3.4 A range of evidence-based teaching methods/learning opportunities are used by staff in

the practice placement area3.5 Practice is undertaken in an environment that respects users’ rights, privacy and dignity3.6 Inter-professional learning opportunities are available appropriate to the students learning

needs

Standard 4. Assessment4.1The practice placement area works collaboratively to agree the number of educators in

each practice placement area and ensure they are periodically updated4.2The practice placement area works collaboratively to ensure that there is inter-assessor

reliability in practice assessments

Standard 5. Communication between the practice placement area and the University 5.1The practice placement area is aware of links within the University that support the

practice placement area staff.

Signature: Date:

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OT EDUCATOR DETAILS:

NAME JOB TITLEDATE OF

LAST UPDATE

STATUSMentor /

Clinical Educator / Supervisor

APPLE accredited(Yes/No)

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ADVICE FOR CAR USE ON PRACTICE PLACEMENT

Guidelines

1. To use your car on placement it must be covered by business insurance which names you as the business user and you may be asked to produce your insurance certificate at your placement.

2. Under no circumstances must you carry service users or relatives in your vehicle unless a comprehensive risk assessment has been carried out with your practice educator.

3. We advise that you do not carry service users at all but exceptional circumstances and local policies may require that you do in order to complete an intervention process. This must be agreed by your practice placement educator in advance.

4. You are advised to refer to your practice educator and local departmental policies regarding the use of vehicles on placement

5. If you are carrying out departmental duties e.g. home visiting, it is advisable to consult with your practice educator regarding reimbursement of fuel costs. N.B. not all placements offer refunds, see your practice placement educator for details.

6. Always notify your practice educator when you are going out on a visit in your vehicle, where you are going to, and when you expect to return.

7. Always carry the placement telephone number with you in case of breakdown and emergencies. Ensure that you provide placement with a mobile contact number so that they can reach you at all times.

8. Your vehicle must be in a roadworthy condition, with valid road tax and MOT (if applicable).

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POW – Student Evaluation Questionnaire

1. I received information about my placement:- online via POW Yes No via paper allocation sheet Yes No contacted directly by the Placement Administrators Yes No informed by the Programme Team Yes No

2. How much notice were you given prior to your placement (tick one)?1 week or less 2 – 3 weeks 4 – 5 weeks 6 weeks 8 weeks or more

3. Did you contact your placement area prior to commencement? Yes No

If No I did not know I had to Yes No I telephoned or emailed the placement but was unable to make contact Yes No

The placement area was aware of my placement with them before I made contact.Yes No

4. Were you given sufficient information to commence practice? I attended a preparation for practice session with the University prior to my

placement Yes No

I received orientation to my practice placement from my personal tutor Yes No I feel that I was given adequate information by the University to commence

practice Yes No

I felt I was provided with sufficient information on the placement area prior to my arrival from the information shown on POW Yes No

The information I received from the University was inadequate or misleading Yes No

5. I received induction material via:- An on-site Trust induction Yes No An on-line Trust induction Yes No I did not do a Trust induction Yes No I am familiar with the Trust and have previously attended induction Yes No

6. Did you receive induction/orientation to the placement area on or shortly after arrival?

Yes No

If Yes, I received orientation within (please tick one) –24 hours

48 hours

7 days

Please identify from the list below the information that you received:- I was allocated named support for the duration of my placement Yes No I was made to feel welcome by the team Yes No

107

I received Health and Safety information relevant to the practice setting Yes No I received a tour of the practice area Yes No I received an Induction pack/booklet about the practice area Yes No I received moving and handling information Yes No I was reminded about support from the university whilst on placement Yes No I was made aware of the library and other learning resources Yes No I was made aware of Trust policies and procedures including equality and

diversity, bullying, etc Yes No

I was made aware of processes within the Trust or other organisation for the management of untoward incidents Yes No

I was aware that there was a provision of support from the University if I was involved in an untoward incident Yes No

If No, please identify the reasons that this did not occur :- The practice assessor was away on holiday Yes No The practice assessor was sick Yes No The placement area was too busy Yes No I was off sick in the first week Yes No I had worked there before Yes No I received sufficient information when I first contacted the placement area Yes No I obtained sufficient information directly from POW/POPPI Yes No

7. I met with my named support :- (please tick one)On the first day Within the first week After the first week

was allocated a 2nd member of staff to support me in practice Yes No

I met a member of the Placement Development Team (PDT) within the 1st week of my placement

Yes No

I am aware that I can access support whilst on placement through: - (please tick one)The Practice Development

Team

The Programme

Team

Placement Link Person

I was not aware of support available

8. FOR NURSING AND MIDWIFERY STUDENTS - I was supervised by my practice mentor at least 40% of the time/ 15 hours per week

Yes No

My mentor was suitably prepared to support meYes No

My mentor was suitably qualified to support meYes No

9. My supernumerary status was respected (i.e. except for exceptional circumstances, I was not included in the staff numbers for the ward/unit team)

Yes No

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If No, please identify from the following:- I was frequently included in the team numbers Yes No Being supernumerary was not encouraged Yes No I informed a member of the University staff of the situation Yes No

10.My named support clearly understood the Assessment Tool used to evaluate my practice in placement

Yes No

My named support and I received help to complete the documentation from Practice Development Team staff/ Personal Tutor/ Programme team as needed

Yes No

11.The meetings with my named support were carried out in a timely manner (e.g. learning contract, formative assessment and summative assessment) in accordance with profession specific requirements

Yes No

If Yes, please identify from the following:- I felt able to discuss/ challenge the grades that I was given by my practice

assessor Yes No

I was encouraged by my practice assessor to identify my learning needs Yes No

If No, please identify from the list below the reasons:- My practice assessor was too busy Yes No I didn't work many shifts with my practice assessor Yes No

FOR NURSING AND MIDWIFERY STUDENTS - On my final placement, 1 hour was allocated for me to meet/ work with my sign off mentor on a weekly basis (as per NMC requirements)

Yes No This is not my final placement

12. In between these meetings regular feedback was given regarding my progress by my named support.

Yes No

If No, please identify from the list below the reasons:- I was never given feedback Yes No I never asked for feedback Yes No My progress was never questioned Yes No My learning was never challenged Yes No

13.My named support:- Signed off my hours regularly Yes No Knew the hours that I was expected to work Yes No Provided continuity and support Yes No Gave me feedback that was constructive and helpful Yes No

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Gave me time to learn Yes No Readily addressed my learning needs Yes No Listened to me and helped me when I needed it Yes No Actively engaged me and enabled me to take on increased

responsibility (if applicable) Yes No

Undertook appropriate risk assessment Yes No Did not discriminate against me Yes No Reviewed my Nursing or Midwifery OARS (Ongoing Achievement

Record of Practice) (if applicable) Yes No

This is my final practice placement on the nursing programme and I was allocated a sign off mentor Yes No N/A

14. I clearly understood the learning opportunities and resources available to me Learning resources were clearly identified in the placement area Yes No I was encouraged to reflect on practice and link care delivery to theory Yes No I was encouraged and supported to ask questions Yes No Suitable learning opportunities for my stage of learning were identified Yes No Teaching associated with clinical practice was available on placement Yes No I was encouraged to attend observational visits Yes No This placement gave me the opportunities to develop team working skills

within an inter-professional context Yes No

The learning opportunities enabled me to achieve my practice outcomes/ proficiencies Yes No

I was enabled/ encouraged to reflect on my own progress Yes No

15.As a student I felt I was a valued member of the teamYes No

If Yes, please identify from the list below the factors which helped you feel part of the team:-

I was well supported and included in the work of the team Yes No My practice area was interested in my learning and sought to involve me Yes No My contribution was valued and I received praise for my work Yes No My student status was acknowledged Yes No I actively sought to engage in the work of the team and this was appreciated Yes No

If No, please identify from the list below the factors which prevented you from feeling a part of the team

Not enough time was spent in the placement area Yes No The clinical area was too busy Yes No My practice area was not interested in my learning and did not try to include

me Yes No

My contribution was not valued Yes No Feedback was critical and not constructive Yes No

16.How could this placement have been improved? Having a named practice assessor to provide continuity and support Yes No Placement area adopting a positive approach to my learning needs Yes No By better valuing my contribution Yes No By valuing my student status Yes No Placement area providing constructive and helpful feedback which would enable

me to learn and improve Yes No

More time in this placement to become part of the team Yes No

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Placement area to be a positive and friendly working environment Yes No By being listened to and given appropriate help and support Yes No Be given more opportunities for inter professional working Yes No Being given increased responsibility and allowed to make decisions (according

to my stage of training) Yes No

I felt this placement fully met my learning needs and could not have been improved Yes No

17.Overall I have had a good learning experience and enjoyed this placementYes No

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Date………………….

Re. First Year Occupational Therapy Practice Placement – Plymouth University

Dear …………………………………………………………………………………………………………..

This is a letter to formally thank you for providing my recent practice placement at:

…………………………………………………………………………………………………………………

The provision of your placement enabled me to achieve the following learning outcomes:

1. Demonstrate achievement of competencies shown on the level 4 placement assessment

form.

2. Complete an academic case study to present in the practice setting

3. Conduct her/ himself in an appropriate professional manner and comply with the Codes of

Practice/ Ethics.

I would like to take this opportunity to be able to provide individual evaluation of the placement

experience. Please refer to the attached evaluation form that I have completed for your future

development of practice education. Thank you again for the opportunity you provided me.

Kindest regards,

[Student name]

Copy to: Student file

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Date………………….

Re. Second Year Occupational Therapy Practice Placement – Plymouth University

Dear …………………………………………………………………………………………………………..

This is a letter to formally thank you for providing my recent practice placement at:

…………………………………………………………………………………………………………………

The provision of your placement enabled me to achieve the following learning outcomes:

1. Demonstrate achievement of competencies shown on the level 5 placement

assessment form.

2. Complete an academic case study to present in the practice setting.

3. Conduct her/ himself in an appropriate professional manner and comply with the Codes

of Practice/ Ethics.

I would like to take this opportunity to be able to provide individual evaluation of the placement

experience. Please refer to the attached evaluation form that I have completed for your future

development of practice education. Thank you again for the opportunity you provided me.

Kindest regards,

[Student name]

Copy to: Student file

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Date………………….

Re. Third Year Occupational Therapy Practice Placement – Plymouth University

Dear …………………………………………………………………………………………………………..

This is a letter to formally thank you for providing my recent practice placement at:

…………………………………………………………………………………………………………………

The provision of your placement enabled me to achieve the following learning outcomes:

1. Demonstrate achievement of competencies shown on the level 6 placement

assessment form.

2. Conduct her/ himself in an appropriate professional manner and comply with the Codes

of Practice/ Ethics.

3. Complete an academic case study assignment which is marked in the university

setting, based on work with a person accessing the occupational therapy service in the

placement.

I would like to take this opportunity to be able to provide individual evaluation of the placement

experience. Please refer to the attached evaluation form that I have completed for your future

development of practice education. Thank you again for the opportunity you provided me.

Kindest regards,

[Student name]

Copy to: Student file

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Practice Placement Evaluation Form

Please circle the word in the rating box that reflects the statement made. Please provide comments to support your rating.

Area of evaluation Rating Comments

I was orientated to my practice setting and provided with

an appropriate induction to the

environment.

OutstandingExcellentVery good

GoodSatisfactory

I was made aware of how to access

relevant policy and procedural

documentation for my setting.

OutstandingExcellentVery good

GoodSatisfactory

I had frequent opportunities to receive feedback and discuss my

progress towards achieving the set

learning outcomes.

OutstandingExcellentVery good

GoodSatisfactory

I received support to agree, monitor

and refine a learning contract.

OutstandingExcellentVery good

GoodSatisfactory

I was able to reflect in/on practice and was supported in linking theory to

practice.

OutstandingExcellentVery good

GoodSatisfactory

My educator provided a range of

learning opportunities to

help me develop my understanding of

the setting.

OutstandingExcellentVery good

GoodSatisfactory

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Faculty of Health, Education and Society

INTERIM SELF ASSESSMENT DOCUMENT (correct at time of printing)

PEP HOST AREA NAME

DATE AUDIT INSTIGATED: By (name):

Please update as necessary

TRUST / ORGANISATION

PLACEMENT ADDRESS

Tel No.

Placement Area Representative Name / Job TitleTel No.

Email:

PDT Clinical Lead

Tel No.

Email:

University Audit Coordinator

Tel No.

Email: placementaudit@plymouth.ac.uk

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INTERIM SELF ASSESSMENT DOCUMENT

This Interim Self Assessment document is being used from September 2011 until the introduction of an ‘on-line’ Audit process in 2012 which will be an integral part of the Practice Environment Profile (PEP). Use of this interim document will enable records to be transferred to the new ‘on-line’ Audit tool.

Guidance notes – Guidance notes for audit completion; including examples and a definition of terms are attached.

Previous audit: - A copy of this should be available locally. If unavailable this can be requested via email at placementaudit@plymouth.ac.uk.

Process for completion:

University Audit Coordinator (UAC) (or delegate) to instigate and undertake audit with Placement Area Representative (or relevant nominee) or PDT Clinical Lead

Placement Area Representative (or relevant nominee) to ensure Mentor / Educator Register and Capacity Sections is up to date, confirm standard levels have been met and create action plan(s) with the University Audit Coordinator

PDT Clinical Lead to be responsible for signing off Mentor / Educator Register and Capacity Sections and will agree action plans and sign off audit

Completion Guidance

User Colour of section to complete

Placement Area Representative (or relevant nominee) supported by University Audit Coordinator (or delegate)Placement Area Representative / PDT Clinical LeadPDT Clinical Lead

117

SECTION 1 (to be pre-populated from PEP, where possible)

Type of Placement / Speciality

Client/Patient Groups

SECTION 2

PLACEMENT CAPACITY (to be pre-populated from PEP and updated as necessary)

NB: If the Max No. data is at Trust/Directorate or other level please provide supplementary information by individual placement area that shows how many students each area can take. The overall number must equal the Max Nos. given below. This situation commonly arises for Midwifery and Community Nursing placements.

STUDENT - TYPEMax No.

Regular basis

YR1

YR2

YR3 COMMENTS

Clinical Psychology

Dietetics

Health Scientist

Midwifery

Nursing

CFP

Adult

ChildMental Health

Operating Department Practitioner

Optometrist

Occupational Therapist

Mental Health

Physical

Paramedic

Physiotherapy

Podiatry

118

Social Work

Other / comments / information

119

SECTION 3: MENTOR / EDUCATOR INFORMATION

Do your staff require mentor/clinical supervision preparation or updates? YES NO

MENTOR / EDUCATOR DETAILS:

NAME JOB TITLEDATE OF

LAST UPDATE

STATUSMentor /

Clinical Educator / Supervisor

NMC ‘SIGN-OFF’ MENTOR(Yes/No)

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Standard 1. Student progression and achievement

1.2 The practice placement area has a process in place to recognise and promptly address any cause for concern related to student's performance/ progression

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

Standard 2. Student support

2.7 Students are provided with a named Mentor / Educator / Supervisor / Trainer in the practice placement area who is suitably qualified and experienced and meets Regulatory Body requirements

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

2.2 Practice placement area Mentors/Educators/Supervisors/Trainers are aware of student placement outcomes and agree, monitor and refine with students an individual learning contract for the placement experience

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

121

2.3 Students have regular scheduled appointments with their practice placement area Mentors/Educators/Supervisors/Trainers to discuss their progress towards meeting their learning contract/outcomes, formative or summative assessment of practice and completion of any end of practice placement documentation.

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

2.4 Necessary action is taken in response to evaluation/feedback from students on placements and supervision received

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

2.5 We provide students with an orientation/induction to each practice placement area

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

122

2.6 The practice placement area makes students aware of their responsibilities and rights with regard to student support on-site and in practice placement areas

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

Standard 3. Learning and Teaching

3.7 Practice placement areas enable students to reflect in / on practice and link this experience explicitly with their theoretical knowledge

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

3.8 Practice placement areas provide learning opportunities through observing skilled professionals deliver service and care

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

123

3.9 Students participate under supervision, in the delivery of treatment and care in a supernumerary capacity

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

3.10 A range of evidence-based teaching methods / learning opportunities are used by staff in the practice placement area

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

3.11 Practice is undertaken in an environment that respects users’ rights, privacy and dignity

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

124

3.12 Inter-professional learning opportunities are available appropriate to the students learning needs

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

Standard 4. Assessment

The following standards are related to assessment which the University and the practice placement area have a joint responsibility for.

4.3 The practice placement area works collaboratively to agree the number of Mentors/Educators/Supervisors/Trainers in each practice placement area and ensure they are periodically updated

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

4.4 The practice placement area works collaboratively to ensure that there is inter-assessor reliability in practice assessments

Self Assessment Level Please Tick Rationale Evidence

Including location

Not Met Not ApplicableNot Met

Partially Met At RiskMaking Progress

Enhancement Fully MetExcelling

Action Action review date Responsibility

125

Standard 5. Communication between the practice placement area and the University

There are effective channels of communication between the practice placement area and the University.

TO BE COMPLETED BY THE PLACEMENT AREA REPRESENTATIVE (OR NOMINEE) / OR PDT CLINICAL LEAD

5.2 The practice placement area is aware of links within the University that support the practice placement area staff.

Please select whether you are aware of the links shown and indicate the level of support provided (if applicable).

University Links Yes

XNo

Level of Support Provided(Low) 1 – 5 (High)

1 2 3 4 5

PDT Academic Lead

University Audit Coordinator

Wider PDT Team

Nominated Link / Midwifery Link

Placement Administrators

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Declarations

1. University Audit Coordinator : Yes

NoX

I confirm that the practice placement area meets the required standards

I agree with the action plan(s) identified

Name Date

2. Placement Area Representative: Yes

NoX

I confirm that the Mentor / Educator Register is current / has been reviewed

I confirm that the Capacity number is correct

I confirm that the practice placement area meets the required standards

I agree with the action plan(s) identified

Name Date

3. PDT Clinical Lead: Yes

NoX

I confirm that the Mentor / Educator Register is current / has been reviewedI confirm that mentor/clinical supervision preparation or updates will be arranged as necessaryI confirm that the Capacity number is correct

I confirm that the practice placement area meets the required standards

I agree with the action plan(s) identified

This practice placement area is suitable for healthcare learners

Name Date

Commendation of best practice (education practice that is positive, working well or commendable and areas where there have been demonstrable improvements).

Interim audit review date (if required):

Date of next audit:(normally 12 months ahead):

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DATED                                                                                  

(1) ORGANISATION

(2) PLYMOUTH HEALTHCARE EDUCATION LIMITED

(3) THE UNIVERSITY OF PLYMOUTH

WORK PLACEMENT AGREEMENT(short form)

128

THIS AGREEMENT is made on [ ]

BETWEEN:-

(2) PLYMOUTH HEALTHCARE EDUCATION LIMITED (Company number 04361337) whose principal place of business is at Drake Circus, Plymouth, Devon, PL4 8AA ("Company")

(3) THE UNIVERSITY OF PLYMOUTH of Drake Circus, Plymouth, Devon, PL4 8AA ("the University")

BACKGROUND: -

The University, Company and the Provider intend that the Provider will provide the University and the Company with clinical placement programmes in nursing midwifery and other allied health professions conducted by the University and the Company on the terms and subject to the conditions of this Agreement.

IT IS AGREED as follows:-

1. DEFINITIONS AND INTERPRETATION

1.1 The following words and expressions shall have the meanings set out below :-

"Academic Year" means an academic year of the University commencing on 1 September and ending on 31 August the following year

"Agreement" means this agreement, its schedules and annexures

"Clinical Placement" means a period of practical clinical training of a Student with the Provider which satisfies the criteria for the relevant Programme as set out in the Definitive Document

"Definitive Document" means in relation to a Programme the specification of the contents structure resources and procedures set out in a definitive document prepared by the University or the Company (as amended from time to time)

"Loss" means demands claims actions proceedings, liabilities, losses, damages, costs, expenses and charges whatsoever whether founded in contract tort or otherwise

"Post-Registration means a Programme leading to an 129

Programme" academically credited qualification in nursing midwifery or other allied healthcare professions

"Pre Registration Programme"

means a Programme leading to initial registration as a nurse, midwife, or other allied healthcare profession

"Programme" means a programme of the University which

(a) is specified in the Definitive Document

(b) has been validated by the University and the NMC, HPC or GDC as appropriate

(c) on successful completion by a student leads to an Award

"Provider Premises" means any premises owned, used or occupied by the Provider

"Provider Procedures" means the policies and procedures of the Provider as notified to the University and the Company by the Provider from time to time

"Students" means a Student undertaking a Pre-Registration Programme or a Post-Registration Programme

"Supervision" means the supervision in an appropriate professional and lawful manner of a Student by a Student Supervisor in accordance with the Definitive Document

"Student Supervisor" means a person employed by the Provider and approved jointly by the University and the Company and the Provider as student supervisor in respect of a Clinical Placement who satisfies the criteria for a student supervisor laid down in the Definitive Document

1.2 Any reference in this Agreement to any statute or statutory provision shall be construed as including a reference to that statute or statutory provision as from time to time amended, modified, extended or re-enacted, whether before or after the date of this Agreement, and to all statutory instruments, orders and regulations for the time being made pursuant to it or deriving validity from it.

1.3 Except where an express provision of this Agreement states the contrary, each and every obligation of a Party under this Agreement shall be performed at that Party's cost.

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2. CLINICAL PLACEMENTS

2.1 The Parties agree that details of the Clinical Placements to be provided by the Provider pursuant to this Agreement will be agreed as follows:-

2.1.1 The University and the Company shall procure that the Provider is provided with details of the Clinical Placements which the University and the Company require for Students undertaking the Programmes in the next Academic Year;

2.1.2 The Provider shall provide the Clinical Placements requested by the University and the Company in accordance with Clause 2.1.1.

2.1.3 The Provider shall use best endeavours to assist the University and the Company to arrange additional Clinical Placements if the University and the Company, acting in good faith, notify the Provider that such are required, subsequent to the notification of Clinical Placement numbers made under Clause 2.1.1.

2.2 If due to the occurrence of an unforeseen event the Provider can not maintain a Clinical Placement the Provider shall notify the University and the Company as soon as reasonably practicable.

2.3 If the Provider is unable to perform any of its obligations under this Agreement for a period exceeding one month or if the Provider notifies the University and the Company that the Provider is unable to provide one or more of the Clinical Placements pursuant to Clause 2.2, the University and the Company may without prejudice to their rights under Clause 8 make such alternative arrangements for the provision by another provider of the Clinical Placements as they think fit and the Provider shall co-operate fully with the Company and the University to enable those alternative arrangements to be put in place.

2.4 The University and the Company may acting reasonably after consultation with the Provider terminate the Clinical Placement of an individual Student for academic, disciplinary or occupational health reasons.

2.5 The Provider may within its reasonable discretion after consulting the University and the Company or, in exceptional circumstances in the interests of patient safety, without consulting the University or the Company require a Student to temporarily or permanently withdraw from a Clinical Placement for professional, disciplinary or occupational health reasons. If the Provider exercises its powers under this Clause 2.5 in such exceptional circumstances, it shall notify the University and the Company forthwith (and in any event not later than forty eight (48) hours of making its decision) in writing of its reasons for requiring the Student to withdraw from the Clinical Placement.

3. OBLIGATIONS OF THE UNIVERSITY AND THE COMPANY

3.1 The University and the Company shall:-

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3.1.1 ensure that the health and general suitability of Students for Clinical Placements is appropriately assessed, in accordance with the University's best practice, before the commencement of the Clinical Placements.

3.1.2 procure that arrangements are available (within the Provider's operational constraints) for the training of Student Supervisors in accordance with the Definitive Document;

3.1.3 assess whether and to what extent the standard of Supervision satisfies the requirements of the Definitive Documents and if necessary make recommendations to the Provider to ensure that such requirements are satisfied;

3.1.4 use its reasonable endeavours to ensure that the Students on the Clinical Placements comply with the Provider Procedures and any reasonable instructions by Student Supervisors or by other employees of the Provider involved in the provision of Clinical Placements; and

3.1.5 use its reasonable endeavours to ensure that Students have appropriate insurance cover if they use their motor vehicles in relation to or in connection with a Clinical Placement.

4. THE PROVIDER'S OBLIGATIONS

4.1 The Provider shall:-

4.1.1 comply with and ensure that all Clinical Placements comply with all relevant laws, legislation, regulations, codes of practice or requirements of any relevant government or government agency;

4.1.2 ensure that each Clinical Placement comprises a period of full attendance as stipulated in the Definitive Document and generally use its best endeavours to comply with the obligations in respect of Clinical Placements set out in the Definitive Document;

4.1.3 provide all equipment, materials, staff and resources which are required for the Provider to fulfil its obligations in respect of Clinical Placements;

4.1.4 in good time before the commencement of the Clinical Placements, notify the University and the Company in writing of Clinical Placements in which it considers Students will have substantial access to children and vulnerable adults.

4.1.5 not knowingly expose any Student to high risk situations where the Student would require immunisation beyond that required by the routine occupational health screening carried out at the beginning of each Programme;

4.1.6 employ sufficient staff who satisfy the criteria for appointment for Student Supervisors agreed between the Parties from time to time to ensure the Supervision of each Student while on Clinical Placements;

132

4.1.7 ensure that each Student is notified in writing of the Provider Procedures and is afforded conditions of work that satisfy the criteria set out in the Definitive Document;

4.1.8 provide such information and reports to the University and the Company as set out in the relevant Definitive Document in relation to each Student's progress while on Clinical Placement;

4.1.9 notify the University and the Company promptly of any incident or concern involving a Student and when requested provide full details of such incident or concern;

4.1.10 provide reasonable access and accommodation to the University and the Company as the Parties may agree from time to time to allow the University and the Company to provide adequate supervision to the Students while such Students are carrying out a Clinical Placement;

4.1.11 ensure that Students are provided with the same or equivalent work facilities and amenities as those provided to the Provider's employees and discharge its obligations to the Student as if the Student had been an employee of the Provider;

4.1.12 fully acknowledge the student’s supernumerary status;

4.1.13 promptly notify the University and the Company of any plans or proposals by the Provider which affect or are likely to affect the continued provision and resourcing or implementation of Clinical Placement;

4.1.14 give the University and the Company on request the opportunity at reasonable times and intervals to consult the employees of the Provider for the purposes of assessing existing locations for Clinical Placements or of evaluating alternative or additional locations for Clinical Placements.

5. FINANCIAL ARRANGEMENTS

5.1 The Parties acknowledge and agree that neither the University nor the Company shall be obliged to pay any sum to the Provider in respect of the Clinical Placements.

6. LIABILITY AND INDEMNITY

6.1 Nothing in this Agreement shall be construed to limit or exclude any Party's liability:

6.1.1 for death or personal injury caused by its or its employees’ negligence;

6.1.2 for fraud.

6.2 Subject to Clause 6.1 each Party’s total aggregate liability in connection with this Agreement (whether in contract, tort, including negligence, breach of statutory duty or howsoever arising) shall be limited to £50,000,000.

6.3 Subject to Clause 6.2:133

6.3.1 the University and the Company shall indemnify and keep indemnified the Provider against all Loss arising as a result of the negligent acts or omissions of the University or the Company; and

6.3.2 the Provider shall indemnify and keep indemnified the University and the Company against all Loss arising as a result of the negligent acts or omissions of the University or the Company or the breach of this Agreement by the Provider.

7. INSURANCE

7.1 The Provider shall take out and maintain in force throughout the period of this agreement with a reputable insurance company such insurance to meet the Provider's liabilities under this Agreement as in the Provider's opinion is reasonably practicable taking into account the cost and availability of insurance.

8. TERMINATION OF THIS AGREEMENT

8.1 This Agreement shall commence on the date set out above and shall continue unless or until it is terminated in accordance with this Clause 8.

8.2 Any Party may terminate this Agreement for convenience on giving to the other Parties not less than six (6) months notice in writing, such notice to expire on 31 March.

8.3 Any Party may immediately terminate this Agreement by giving the other Parties notice in writing if:

8.3.1 one of the other Parties commits a material breach of this Agreement and fails to remedy such breach within thirty (30) days of service of notice by the Party not in breach of the Agreement specifying the breach and requiring it to be remedied;

8.3.2 the Provider is dissolved.

8.4 The rights to terminate this Agreement given by this Clause 8 shall be without prejudice to any other right or remedy of one Party against another in respect of any breach for which the Agreement was terminated or any other breach.

8.5 If this Agreement is terminated for any reason, then with effect from the date that notice to terminate is served, no further Students shall be nominated and accepted for Clinical Placements but the Provider shall, as if the Agreement had not been terminated, continue to provide and allow to be completed all Clinical Placements which commenced before the date of such termination.

9. MISCELLANEOUS

9.1 This Agreement constitutes the entire agreement and understanding of the Parties and supersedes any previous agreement between the Parties relating to the subject matter of this Agreement.

9.2 This Agreement is severable in that if any provision is determined to be illegal or unenforceable by any court of competent jurisdiction such provision shall be

134

deemed to have been deleted without affecting the remaining provisions of this Agreement.

9.3 The failure to exercise or delay in exercising a right or remedy provided by this Agreement or by law does not constitute a waiver of the right or remedy or a waiver of other rights or remedies.

9.4 No person who is not a Party to this Agreement shall have any rights pursuant to the Contracts (Rights of Third Parties) Act 1999 to enforce any term of this Agreement.

9.5 Nothing in this Agreement constitutes any relationship of employer and employee, principal and agent or partnership between the Parties.

9.6 No variation to this Agreement shall be effective unless agreed between the parties in writing.

10. DISPUTE RESOLUTION

Any dispute between the Parties in connection with this Agreement which cannot be resolved through discussion between the Parties may be referred by the Parties for mediation in accordance with the Centre for Dispute Resolution (CEDR) Model Mediation Procedure.

11. NOTICES

11.1 Any notice to be served under this Agreement shall be delivered personally or sent by recorded delivery post or by facsimile to the party intended to receive the notice at its address set out the start of this Agreement or such other address as the parties may notify to each other from time to time in writing.

11.2 Any notice served in accordance with clause 11.1 shall be deemed to be received:

11.2.1 If delivered personally, when left at the receiving party's address;

11.2.2 If posted, two days after the date of posting; and

11.2.3 If sent by facsimile, when an electronic confirmation of receipt has been received, provided a copy of the notice is also delivered personally or sent by post on the same day.

12. GOVERNING LAW

This Agreement shall be governed by and construed in accordance with the laws of England. Each Party irrevocably submits to the exclusive jurisdiction of the courts of England over any claim or matter arising under or in connection with this Agreement.

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AS WITNESS WHEREOF this Agreement has been signed on behalf of the Parties

SIGNED for and on behalf of[ ] (PROVIDER)in the presence of:-

))))

SIGNED for and on behalf ofTHE UNIVERSITY OF PLYMOUTHin the presence of:-

))))

SIGNED for and on behalf ofPLYMOUTH HEALTHCARE EDUCATION LIMITEDin the presence of:-

))))

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PLYMOUTH UNIVERSITY

FACULTY OF HEALTH AND HUMAN SCIENCES

FITNESS TO PRACTICE PROCEDURE FOR STUDENTS

Higher Education institutions have a responsibility to ensure that health and social care students are fit to practice and must adhere to regulatory advice provided by the Nursing & Midwifery Council (NMC) and the Health & Care Professions Council (HCPC). Student Handbooks and the professional body websites provide information about the standards of behaviour expected of students training for a particular profession. It is the student’s responsibility to familiarise him/herself with the provisions and requirements of the relevant professional bodies.

Students are required to demonstrate that they are of ‘good health and good character’ before and during the programme as part of making sure that applicants and current students will be able to practice safely and effectively within their profession.

The Professional Regulatory Bodies can also take action against a registrant if their health and character creates concern about their fitness to practice.

Any student departing from the guidance given by regulatory bodies may be subject to consideration by the Fitness to Practice procedure of the Faculty of Health and Human Sciences.

This procedure should be read in conjunction with the Student Disciplinary Procedures, Code of Conduct and General Regulations for Students.

Good Character: The University expects students enrolled on programmes leading directly to a professional qualification or the right to practice a particular profession to demonstrate high standards of behaviour in their professional, student and personal lives.

All of the professions are exempt from the requirements of the Rehabilitation of Offenders Act 1974. This means that applicants and students on the programme must declare any convictions or cautions.

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Behaviour which breaches the professional requirements of student practitioners, including (but not exclusively): non-disclosure of information; dishonesty; fraud; physical/verbal abuse; harassment; bullying; any action which would constitute a criminal offence will be subject to this procedure, irrespective of whether any such activity took place on University premises or while on University business.

Such behaviour will be known throughout this procedure as ‘professional misconduct’ irrespective of where the activity complained of took place.

Concerns about a student’s fitness to practice may be raised from any source, including any member of staff, fellow student, placement partner, member of the public or other agencies such as the Police, Social Services or Occupational Health Service

These may include concerns about a student’s

. Health or well being

. Attitude or behaviour in either practice or theory

. Poor or non-attendance in either practice or theory

. Bad time keeping

. Breaking the University’s disciplinary code

. Behaviour outside the University which might render them unfit to practice

. Offending background

This list provides examples and is not exhaustive

Good Health: Concerns about a student’s fitness to practice may also be raised in relation to the good health of an individual. Students are asked to declare whether they are suffering from any condition that would affect their ability to practice.

Conduct outside your programme: Programmes within the Faculty of Health and Human Sciences provide the opportunity for students to develop the skills and knowledge needed to become a health professional in an environment which protects service users. Students also have the opportunity to learn about the conduct and behaviour that the public expects from health professionals.

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As a student studying to become a health professional and to work within a regulated profession, students have certain responsibilities. Whilst on a programme, students will come into contact with vulnerable people who will expect students to meet high standards of conduct and ethics.

Students must therefore be aware that in very serious circumstances, professional misconduct may affect the ability to complete a programme of study or gain the final qualification to become a registered practitioner.

This includes professional misconduct that may have taken place outside of the University premises or University core time.

Invoking the procedure: This procedure will be followed in cases where professional misconduct or breaches of discipline, as set out in the Code of Conduct for Students and/or those listed above, are alleged, or for example where an Occupational Health report indicates a condition or situation which may affect your ability to practice safely or effectively as a Health Professional.

Timescales: The timescales identified are those which will normally apply. In exceptional circumstances action may be taken outside these timescales.

Serving of notices: Any written notices required to be given under Fitness to Practice Procedures should normally be delivered by post to the student concerned. Written notice will be sent to the student’s term time address as recorded on the University Student Record System, with a copy to their permanent address if out of term-time, with a duplicate copy being addressed to the student at the School in which their programme of study is located. All notices given by external mail shall be sent by Recorded Delivery. Notices given by internal or external post shall be deemed to have been served within three working days of posting.

Informal Stage: Many complaints may be resolved informally by consultation between the student(s) and staff concerned and the University encourages Faculties to use this option when appropriate.

Students subject to an allegation of professional misconduct will be interviewed by the relevant Programme Lead and student’s Personal Tutor in order to gather evidence pertaining to the complaint.

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Students subject to Occupational Health consideration will be interviewed by the relevant Programme Lead and student’s Personal Tutor in order to establish relevant information.

A case report will be produced by the Programme Lead together with a recommendation of whether further action is required. Such report will be presented to the Head of School or nominee.

Outcomes of Informal Stage:

Dismissal of the case

Recommendation that formal stages of the Fitness to Practice procedure be invoked.

In a case where the Head of School or nominee has decided to proceed directly to the Stage Three Fitness to Practice Committee, the time limits in point 3 shall be deemed to commence from the date of the Head of School’s decision. In such a case the Head of School or nominee shall provide the student with a copy of the University Code of Conduct for Students and the accompanying Fitness to Practice Procedure and of the initial complaint if this information has not already been made available to the student.

1. First Formal Stage: ACTION BY HEAD OF SCHOOL or nominee

1.1 The Head of School or nominee, in consultation with the student’s Programme Lead and on receipt of the informal case report, shall normally within five working days determine whether to apply the formal Fitness to Practice Procedure for Students. In coming to that determination the Head may call for such papers, examine such witnesses and conduct such other enquiries as they may think fit.

1.2 If the Head of School or nominee decides to apply the First Formal Stage of the Fitness to Practice Procedure for Students they will interview the student, giving the student at least five working days’ notice in writing, and providing them with a copy of the University Code of Conduct for Students, the Fitness to Practice Procedure and details of the initial case report. The student may be accompanied at the interview by a friend or representative who may speak on their behalf.

NOTE: the University will endeavour to take account of a student’s personal circumstances in fixing a date and time for an interview. However, a student will be expected to make him or herself available to attend an interview on any day/time at which he or she might reasonably have been expected to be in attendance at the University (that is any weekday in term time between 9am and 5pm for full time students). Failure of a student to attend an interview with the Head of School or nominee, after having been properly served with a notice to do so, does not prevent the Head of School or nominee from taking action against the student. Nor will

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failure to attend constitute grounds for appeal against the action unless the student can show good reason for this failure. Failure to attend may itself constitute misconduct under the University Code of Conduct or Fitness to Practice Procedure.

NOTE: A student subject to an accusation of professional misconduct is advised to seek advice from their professional body or union, who may also accompany them at the hearing.

1.3 Membership of First Formal Stage

. Head of School or nominee - Chair

. Placement Development Team Lead (Academic) *– representing practice

. Programme Representative* – representing programme

. Faculty Registrar (or nominee) – Secretary

The Programme Lead (or designated nominee) will be called to attend to present the case but will not constitute part of the formal panel membership.

* In the case of a Midwifery student, if PDT Lead is not a midwife then the programme representative will be a registered midwife.

1.4 Procedure for hearing First Formal Stage

The procedure shall normally be as follows,

1.4.1 written statements will be sought from the student and Programme Lead. These must be circulated in advance of the meeting to all members of the Panel and to the student;

1.4.2 the Programme Lead (or nominee) shall put the case in the presence of the student;

1.4.3 the student shall have the opportunity to ask questions (on the evidence given) of the Programme Lead;

1.4.4 the Panel may ask questions of the Programme Lead after which they shall then withdraw;

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1.4.5 the student shall put their case to the Head of School or nominee; the student’s friend or professional representative may also speak on their behalf;

1.4.6 the Head of School or nominee shall have the opportunity to ask questions of the student, their friend or representative;

1.4.7 the Panel may ask questions of the student, their friend or representative;

1.4.8 the Head or School or nominee and the student will have an opportunity to sum up their cases if they so wish, the student’s statement being heard last;

1.4.9 the Panel, with the Faculty Registrar (or nominee) in attendance, shall deliberate in private.

1.4.10 the Panel shall announce the decision to the parties either personally or in writing, as may be determined by the Panel.

1.5 The Panel may:

1.5.1 dismiss the case;

1.5.2 warn the student informally of the possible consequences of any further misconduct;

1.5.3 require the student to interrupt their programme of study for a specified period of time

1.5.4 reprimand the student formally, such reprimand to be confirmed in writing (The student is warned that, if they were to commit further breaches of discipline of any nature in the future, their present offence would be taken into account in the course of further hearings, when a penalty for that further breach would be under consideration);

1.5.5 refer the matter to the University Disciplinary Procedure

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1.5.6 Refer the matter to the Stage Three Fitness to Practice Committee

1.6 The Panel shall convey its decision to the student in writing within two working days of the interview. If the case is dismissed all records of the case shall be destroyed.

1.7 Any student who is dissatisfied with the outcome of the First Formal Stage may have their case referred to the Second Formal Stage of the Procedure, provided that the student submits a written request within ten working days of receipt of the Panel’s outcome.

2. Second Formal Stage: APPEAL TO THE DEAN

The Second Formal Stage of the Fitness to Practice Procedure offers the student the right to appeal against the decision of the First Stage Fitness to Practice Panel.

2.1 The student shall have the right of appeal against any decision of the First Formal Stage of the procedure in part, or in whole.

Students may appeal against a decision that has not been conducted in accordance with the current Fitness to Practice Regulations; or if some other demonstrable material irregularity relating to this procedure has occurred.

An appeal cannot be made against the academic or professional judgement of the Fitness to Practice Panel.

2.2 The appeal will be to the Dean of the Faculty. Any such appeal must be lodged in writing with the Faculty Registrar within ten working days of the decision of the First Formal Stage Panel being sent to the student.

2.3 The Dean shall make no further enquiry into matters of fact unless new evidence is submitted which the Dean considers should be taken into account.

2.4 The Dean may either endorse the decisions of the First Formal Stage Panel, or uphold the appeal against the Panel’s decision, in which case the Panel will be required to review its decision.

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NOTE: The Dean may not overturn a decision of the First Formal Stage Panel nor substitute another decision. A fully constituted First Formal Stage Panel must be convened to reconsider the case.

2.5 The Dean shall, within seven working days of the case having been referred to him/her, review the process followed by the First Formal Stage Panel. The Dean may conduct such enquiries as he/she may think fit, including the ability to take advice from professional representatives or academic regulation representatives.

2.6 The Dean shall convey his or her decision in writing to the student and the Chair of the Panel within ten working days of receipt of the appeal.

3. Third Formal Stage: FITNESS TO PRACTICE COMMITTEE

NOTE: In a case where the decision of the First Formal Stage Panel is to proceed to the Third Formal Stage, the Committee shall hear a case normally within three working weeks of the decision to invoke the procedure.

In the event of a decision to proceed directly to the Third Stage, the University Secretary and Academic Registrar or other senior member of staff nominated by the Vice Chancellor, will collect evidence, call for papers and conduct such other enquiries as they may think fit. They will also provide the student with a copy of the Code of Conduct for Students and the accompanying Fitness to Practice Procedure and of the initial complaint if this information has not already been given to the student. If the allegation relates to a student on a professional programme, the student should be advised that given the potentially serious consequences for their professional career, they should consider taking advice from the relevant professional union and seeking union representation at the hearing

3.1 Membership

The membership for the Fitness to Practice Committee shall be:

Chair - a Deputy Vice-Chancellor; or the University Secretary and Academic Registrar; or a Dean

One member of academic staff, normally selected from the Academic Board

Two students, normally selected from the Academic Board

Professional representative of Statutory Body – normally a Senior Manager from an employing authority not previously involved in the case

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Placement Development Team Lead (Practice) or nominee - from the same part of the professional register as the student concerned

3.2 No Dean shall chair the Fitness to Practice Committee which is to consider a case in which he or she has had previous involvement.

3.3 The hearing of Student Fitness to Practice cases

3.3.1 The Committee shall hear a case normally within ten working days of its referral to a Committee.

NOTE: the University will endeavour to take account of a student’s personal circumstances in fixing a date and time for a Committee hearing. However, a student will be expected to make him or herself available to attend an interview on any day/time at which he or she might reasonably have been expected to be in attendance at the University (that is any weekday in term time between 9am and 5pm for full time students). Failure of a student to attend a hearing, after having been properly served with a notice to do so, does not prevent the Fitness to Practice Committee from taking action against the student. Nor will failure to attend constitute grounds for appeal against the action unless the student can show good reason for this failure. Failure to attend may itself constitute misconduct under the University Code of Conduct or Fitness to Practice Procedure.

3.3.2 The University Secretary and Academic Registrar (or nominee) shall act as Clerk to the Committee. The Clerk shall be responsible for convening the Committee, for notifying the student of the date of the Committee, and for the administration of the proceedings of the Committee.

3.3.3 The Clerk shall be responsible for notifying the student of the allegations to be considered by the Committee and for the circulation of documents, submissions etc, to the Committee members.

3.3.4 The Clerk shall keep records of the proceedings.

3.3.5 No proceedings of the Committee shall be invalidated by reason of any vacancy in the membership of the panel or the failure of any member of the panel to attend the Committee when summoned to do so, provided that no member of the Committee shall participate in any decision of the Committee unless he or she has been present throughout the proceedings and provided that the members present throughout shall not number less than four, of whom one shall be a student and one shall be a Professional representative.

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3.3.6 The student shall have the right to be heard in person and to be accompanied by a friend or professional representative who may speak on his or her behalf.

3.3.7 The Committee shall have the power to call for documents, call and examine witnesses and conduct other such enquiries as it thinks fit.

3.4 Procedure for hearing student disciplinary cases

The procedure for a hearing before the Fitness to Practice Committee shall normally be as follows,

3.4.1 a written statement will be prepared by the Head of School or nominee who heard the case at the first formal stage. The student may also prepare a written statement. These must be circulated in advance of the hearing to all members of the Committee, to the Head of School or nominee and to the student;

3.4.2 the Head of School or nominee shall put the case in the presence of the student and may call witnesses;

3.4.3 the student shall have the opportunity to ask questions (on the evidence given) of the Head of School or nominee and any witnesses may be called;

3.4.4 the Committee may ask questions of the Head of School or nominee and witnesses and the latter shall then withdraw;

3.4.5 the student shall put their case in the presence of the Head of School or nominee and call such witnesses as the student wishes; the student’s friend or professional representative may also speak on their behalf;

3.4.6 the Head of School or nominee shall have the opportunity to ask questions of the student, their friend or professional representative and their witnesses;

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3.4.7 the Committee may ask questions of the student, their friend or professional representative and witnesses, and the latter shall then withdraw;

3.4.8 the Head of School or nominee and the student shall have an opportunity to sum up their cases if they so wish, the student’s statement being heard last;

3.4.9 the Head of School or nominee and the student and friend or professional representative shall withdraw;

3.4.10 the Committee, with the Clerk in attendance, shall deliberate in private only recalling the Head of School or nominee and the student to clear points of uncertainty on evidence already given. If recall is necessary both parties are to return notwithstanding the possibility that only one of them is concerned with the point giving rise to doubt;

3.4.11 the Committee shall announce the decision to the parties either personally or in writing, as may be determined by the Committee.

3.5 Decision of the Fitness to Practice Committee

The Committee’s decision shall be reported to the Vice-Chancellor, Dean, Head of School, the appropriate sabbatical officer of the University of Plymouth Students’ Union and the student concerned, within five working days of it having been made. The decision of the Committee shall be one of the following:

The Committee may:

3.5.1 dismiss the case;

3.5.2 conditionally dismiss the case. (No further action will be taken provided the student fulfils certain specified conditions);

3.5.3 issue a written reprimand and warning. (The student is warned that, if they were to commit further breaches of discipline of any nature in the future, their present offence would be taken into account in the course of further hearings, when a penalty for that further breach would be under consideration);

3.5.4 suspension from all or part of the University for a specified period; 147

3.5.5 exclusion from the award of a degree or other qualification, either permanently or for a given period, and either absolutely or pending compliance with certain stated requirements;

3.5.6 exclusion from a programme or suite of programmes at the University, either permanently or for a given period, and either absolutely or pending compliance with certain stated requirements;

3.5.7 expulsion from the University.

3.5.8 such other sanctions as may be found appropriate by the Fitness to Practice Committee;

3.6 In the case of a finding of professional misconduct, the Committee shall determine whether any finding against the student should be referred to in the context of future references.

3.7 In the case of a finding of professional misconduct and where the penalty is determined as expulsion from the programme or University, the outcome of the case will be reported in writing to the appropriate Statutory Body.

3.8 Details of the offence and penalties imposed shall be entered on the student’s record centrally. The record of a student’s case which has been dismissed absolutely shall be destroyed.

NOTE: Where the actions of a student or students contravene the Health & Safety at Work Act 1974 and are so considered by a Health and Safety Executive Inspector, the student(s) may face prosecution under the Health and Safety at Work Act 1974 or other safety regulations in addition to any action taken by the University.

4. Fourth Stage: APPEAL TO THE VICE-CHANCELLOR

4.1 The student shall have the right of appeal against any decision of the Fitness to Practice Committee in part, or in whole.

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4.2 The appeal will be to the Vice-Chancellor. Any such appeal must be lodged in writing with the University Secretary and Academic Registrar within 14 working days of the decision of the Fitness to Practice Committee being sent to the student.

4.3 The Vice-Chancellor shall make no further enquiry into matters of fact unless new evidence is submitted which the Vice-Chancellor considers should be taken into account.

4.4 The decision of the Vice-Chancellor shall be final. The Vice-Chancellor may either endorse the decisions of the Fitness to Practice Committee, or uphold the appeal against the Committee’s decision in which situation a fully constituted Fitness to Practice Committee must reconsider the case.

5. RECORDS

5.1 The records of the case of a student against whom charges have been proven will normally be entered on to the student’s central record and kept on the record until the student has completed their programme of study.

5.2 The records of the case of a student who has been cleared of all charges absolutely and unconditionally shall be destroyed.

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Glossary of terms:

Competency In this context we define competency as the skills and ability to practice safely without the need for direct supervision.

COT College of Occupational Therapists

Fail The student does not reach the required standard and does not achieve one or more of the required competencies. If this occurs at the final report, the student is required to retrieve the placement at a later date.

Faculty The BSc (Hons) Occupational Therapy programme is based in the School of Health Professions within the Faculty of Health and Human Sciences

Formative The aim of formative assessment is to review the student's assessment progress towards successfully achieving the practice learning outcomes for the module and inform development. Strengths and weaknesses are identified and the learning contract is updated accordingly.

HCPC Health and Care Professions Council

Learning contract A written agreement between two or more people that identifies individual (student) learning objectives and how they are to be achieved. Student progress is reviewed and the objectives are updated at regular intervals.

Learning outcome Learning outcomes are detailed in the programme specification, and identify what learners should have achieved as a result of a learning process.

Module The Occupational Therapy programmes are comprised of modules. Each module carries academic credits that are attained through assessment, and has specific learning outcomes that relate to the QAA benchmark statements and the COT competencies.

Placement A practice area or place to which a student is allocated for a specified period of time.

Practice Educator A professional member of the practice team who facilitates learning, supervises and assesses students in the practice setting. The educator is responsible for assessing the competence of the student and signing the summative assessment of practice documentation.

Portfolio A purposeful collection of examples of learning collated over a period of time that shows detailed and visible evidence of a person's competence.

Programme A number of modules (units) of study the successful completion of which leads to an award.

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QAA The Quality Assurance Agency for Higher Education. The QAA has a code of practice for the assurance of academic quality and standards in higher education.

Referral The student does not demonstrate achievement of the practice competencies to the required standard. Two attempts (at the summative assessment) of a module are normally permitted before the student is deemed to have failed.

Reflection Reflection is a form of mental processing - like form of thinking - which is used to fulfil a purpose or to achieve some anticipated outcome. It is largely based on the processing of knowledge, understanding and emotions that the student already possesses. Reflection should link theory and practice and lead to professional and personal development through thoughtful, innovative and critical practice. Adapted from Moon (2002)

Eligible The successful completion of the Occupational Therapy programme

means that the student is eligible for registration with the HCPC and is fit to practice as a qualified therapist.

Summative The aim of the final, summative assessment is to assessment determine whether the student has achieved the practice competencies required for the module.

Teaching Block The academic year is divided into two teaching blocks of 16 weeks. The autumn teaching block runs from September to January/February. The summer teaching block runs from February to June/July

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